TY - JOUR
T1 - Cognitive addition
T2 - Comparison of learning disabled and academically normal elementary school children
AU - Geary, David C.
AU - Widaman, Keith F.
AU - Little, Todd D.
AU - Cormier, Pierre
N1 - Funding Information:
For the first two authors the order of authorship in this article was determined randomly. Portions of this research were presented at the biennial meeting of the Society for Research in Child Development in Baltimore, April 1987. This research was partially supported by grants HD14688 and HD04612 from the National Institute of Child Health and Human Development, and an intramural grant from the Academic Senate, University of California, Riverside, all to the second author, and grants from the Academic Computing Center, University of California, Riverside to all authors. We would like to thank Robert Ferrett and Gary Badarak of the Office of Research and Evaluation and Doris Temple, all of the Riverside Unified School District, for their assistance at various stages of the present study, Roberta Cox for her assistance with data collection, and Anne Sullivan and Diane Herold for typing the manuscript. We would also like to thank an anonymous reviewer for insightful comments on an earlier draft of this manuscript. Correspondence concerning this article should be addressed to David C. Geary at the Department of Psychology, University of Missouri at Rolla, Rolla, MO 65401-0249.
PY - 1987/7
Y1 - 1987/7
N2 - Simple addition problems were presented using a true/false reaction time (RT) verification paradigm to 77 academically normal and 46 learning disabled (LD) subjects in the second, fourth, or sixth grade. The experiment was designed to determine the potential process deficits associated with a learning disability in mathematics achievement. Structural models representing alternative process strategies were fit to RT data. Across grade level and academic status, RT was best fitted by structural variables representing either an implicit counting strategy or a memory retrieval process. The majority of normal and LD second-grade subjects used the implicit counting strategy for problem solution; however, LD subjects required a greater amount of time to execute this process and appeared to be deficient in the ability to self-monitor the problem-solving process. A clear shift from reliance on the implicit counting strategy to the memory-retrieval process was evident from the second to sixth grade for normal subjects. No such shift was evident for LD subjects, as the majority of these subjects relied on the counting strategy in the second, fourth, and sixth grade. Subjects having a specific learning disability in mathematics achievement appear to differ from academically normal subjects in the developmental maturity of the component process used for problem solution, the temporal duration required to execute this strategy, and the ability to self-monitor the problem-solving process. Implications for remediation are discussed.
AB - Simple addition problems were presented using a true/false reaction time (RT) verification paradigm to 77 academically normal and 46 learning disabled (LD) subjects in the second, fourth, or sixth grade. The experiment was designed to determine the potential process deficits associated with a learning disability in mathematics achievement. Structural models representing alternative process strategies were fit to RT data. Across grade level and academic status, RT was best fitted by structural variables representing either an implicit counting strategy or a memory retrieval process. The majority of normal and LD second-grade subjects used the implicit counting strategy for problem solution; however, LD subjects required a greater amount of time to execute this process and appeared to be deficient in the ability to self-monitor the problem-solving process. A clear shift from reliance on the implicit counting strategy to the memory-retrieval process was evident from the second to sixth grade for normal subjects. No such shift was evident for LD subjects, as the majority of these subjects relied on the counting strategy in the second, fourth, and sixth grade. Subjects having a specific learning disability in mathematics achievement appear to differ from academically normal subjects in the developmental maturity of the component process used for problem solution, the temporal duration required to execute this strategy, and the ability to self-monitor the problem-solving process. Implications for remediation are discussed.
UR - http://www.scopus.com/inward/record.url?scp=38249036210&partnerID=8YFLogxK
U2 - 10.1016/S0885-2014(87)90075-X
DO - 10.1016/S0885-2014(87)90075-X
M3 - Article
AN - SCOPUS:38249036210
SN - 0885-2014
VL - 2
SP - 249
EP - 269
JO - Cognitive Development
JF - Cognitive Development
IS - 3
ER -