No description available.

No description available.

Skin conductances and galvanic skin responses (GSRs) of learning disabled (LD) children and controls were compared during an habituation task and a simple reaction time task, each preceded by a rest period. The two tasks were methodologically equivalent except that only the latter required an active response. LDs had more rapid decline of basal conductances during rest, more rapid habituation of GSRs during tasks, and slower reaction times. In addition, the active task was more sensitive to GSR habituation differences than was the passive task. The results were interpreted in terms of a general arousal deficit in LD children, although the greater sensitivity of the active task in detecting habituation differences was seen as supporting the proposal that LDs have selective arousal dysfunctions. / Master of Science

Investigations of children's spatial ability have typically looked at performance on laboratory tasks, and none have examined differences between learning disabled and non-learning disabled children. The present study surveyed sixty-seven parents of third and sixth grade children about the types of spatial activities children engage in everyday. Parents of learning disabled and non-learning disabled children were included. Results provided information about the types of spatial activities children engage in and the relationships between participation and performance. Major findings included differences between learning disabled and non-learning disabled children in navigational ability and in the strategies employed in difficult or ambiguous spatial situations. Findings were discussed in terms of the influence learning disabled children's negative self evaluations have on their performance.

Thesis (M.Ed.)--University of Hong Kong, 1990. / Includes bibliographical references (leaf 144-151). Also available in print.

Thesis (M.Ed.)--University of Hong Kong, 1987. / Includes bibliographical references (leaf 389-404). Also available in print.

The purpose of this study was to examine the relationship among specific domains of self-concept and domains of academic achievement for learning disabled children. Subjects were 109 intermediate grade students attending public schools in Indiana. All subjects had been classified by their school districts as LD and were currently receiving resource room services. Additionally, the relationship between actual self-concept scores and inferred self-concept scores was explored by asking resource room teachers to complete the Self-Description Questionnaire-1 (SDQ-1) as they believed each of their students would respond.The SDQ-1 was administered to assess the domains of self-concept, while achievement in reading, mathematics, and written language was operationalized as scores on the Woodcock-Johnson Psycho-Educational Battery Test of Achievement (WJPB). Ability scores from the Wechsler Intelligence Scale for Children-Revised (WISC-R) and WJPB achievement scores were collected from students' school files.Pearson correlation coefficients were computed to investigate the relationship among individual variables. Only one significant correlation (p<.0l) was found between domains of self-concept and domains of academic achievement. This low correlation (-.27) existed between reading self-concept and achievement in written language. Interestingly, every intercorrelation among the SDQ-1 domains was significant calling into question the purported factor structure of the SDQ-1 with this LD population.A canonical correlation analysis was used to investigate the associations among multiple variables, such as ability, self-concept domains and achievement domains. Since the link between ability and achievement has been supported in the literature, the intent of this analysis was to investigate the extent that self-concept contributed to achievement. Results of this analysis also suggested a significant relationship between ability and achievement;however, above and beyond ability, knowledge of self-concept scores did not add to the relationship with achievement.In addition to exploring the association among domains of self-concept and domains of achievement, this study also examined the relationship between actual and inferred self-concept scores. Results of a canonical correlation analysis supported a significant relationship between actual self-concept and inferred self-concept scores. It appeared that resource room teachers were accurately able to infer the self-concepts of their LD students. This agreement between self-report and teacher report of self-concept is consistent with previous research.In conclusion, the present investigation did not provide support for a relationship between domains of self-concept and academic achievement with this LD sample. The implications for results are discussed along with suggestions for future research in this area. / Department of Educational Psychology

Thesis (Ph.D.)--York University, 2005. Graduate Programme in Psychology. / Typescript. Includes bibliographical references (leaves 184-211). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:NR19798

Master's thesis - - State University of New York College at Cortland, 2007 - - Department of Mathematics. / Includes bibliographical references (p.40).

Thesis (Ph. D.)--University of Missouri-Columbia, 1996. / Typescript. Vita. Includes bibliographical references (leaves 91-107). Also available on the Internet.