Simultaneous and Successive Cognitive Processing in Children with Non Verbal Learning Disabilities  

Oleh:

CHOW, DIANA ; Skuy, Mervyn

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: School Psychology International vol. 20 no. 2 (Mei 1999), page 219-232.
Topik: LEARNING; simultaneous; successive; cognitive procesing; children; non verbal learning; disabilities
Fulltext: 219SPI202.pdf (44.58KB)

Isi artikel

This study compared the performance of 19 children with non verbal learning disabilities to a comparison group of 16 children with language learning disabilities on measures of simultaneous and successive / sequential processing on the Kaufman Assessment Battery for Children (K - ABC). (The terms ‘sequential’ and ‘successive’ are used by different authors, so are applied interchangeably here). As hypothesized, children with nonverbal learning disabilities were found to have significantly higher Successive than Simultaneous Processing scores on the K - ABC, while children with language learning disabilities were found to have an inverse pattern of significantly higher Simultaneous than Successive Processing scores. The results suggest that different subtypes of learning disabilities can be defined through differences in cognitive processing. Further, the simultaneous - sequential / successive processing model may offer a valuable basis for conceptualizing learning disabilities in general, and non verbal learning disabilities in particular. These findings have implications for the assessment and remediation of such learning disabilities.

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