This research focuses on answering the question of whether a child with a learning problem, or more specifically, a learning disability, functions at a lower cognitive level than the non-learning disabled child. Performance on certain memory tasks and tasks that require the withholding of attention from distractors is measured and compared. In the literature study, an overview of the neurological, the cognitive and the ecological approaches to remediation is given. The concepts of attention deficits and memory problems are investigated, as well as the theories of cognitive development as propounded by Piaget and Santostefano. No significant difference in the cognitive functioning, as measured by the test used in this research, was found between these two groups of children. The implication of this is that where children experience learning problems, the explanation for this difficulty is possibly at an ecological level. More specifically, it may relate to a lack of stimulation during the pre-school years. / Psychology of Education / M. Ed. (Guidance and Counselling)

This research focuses on answering the question of whether a child with a learning problem, or more specifically, a learning disability, functions at a lower cognitive level than the non-learning disabled child. Performance on certain memory tasks and tasks that require the withholding of attention from distractors is measured and compared. In the literature study, an overview of the neurological, the cognitive and the ecological approaches to remediation is given. The concepts of attention deficits and memory problems are investigated, as well as the theories of cognitive development as propounded by Piaget and Santostefano. No significant difference in the cognitive functioning, as measured by the test used in this research, was found between these two groups of children. The implication of this is that where children experience learning problems, the explanation for this difficulty is possibly at an ecological level. More specifically, it may relate to a lack of stimulation during the pre-school years. / Psychology of Education / M. Ed. (Guidance and Counselling)

D.Litt.et Phil. (Psychology) / This study took place within the field of cognitive psychology, at the interface between the differential and experimental traditions, thereby contributing towards an emerging trend of theoretical synthesis. A structural model of problem solving processes was developed and a methodological design strategy for the measurement of cognitive processes followed. Indications for further research in the area were made. The major predictions of the model were tested empirically with a multitrait-multimethod design. This required the development of a battery of psychometric tests based on task analytic procedures. These tests were administered to a sample of 117 white middle class, school-Ieavers. The data obtained was statistically analysed according to a linear structural equation modeling technique using confirmatory factor analytic procedures. The results show support for the construct validity of the processing tests in terms of convergent and discriminant validity and therefore also for the proposed structural model of problem solving processes and the underlying hypothesis that the structure of information processing can be differentiated.