One hundred students (ages 6-8) described similarities and differences among exemplars of different categories, identified the categories, and named the exemplars. Large performance differences were found between normally achieving and mildly retarded groups and between mildly retarded and learning-disabled groups, with small performance…

Learning-disabled and average readers (n=120) from grades four through six completed comprehension questions under one of four treatment conditions. Results indicated that computer-mediated text was no better than off-line conditions in improving learning-disabled readers' comprehension. Attribution and metacognitive sophistication were…

Questionnaire responses from 65 supervisors in human service agencies and interviews with 27 employers, supervisors, and vocational program administrators indicated that employees with moderate special needs (in this case specific learning disabilities and low intelligence) surpass others in several positive work habits. Supervisors valued…

Mothers of learning-disabled (N=15) and normally achieving (N=16) elementary-school boys administered an academic task to their children, and mothers' expectations and attributions for their sons' performance were assessed. Mothers of learning disabled pupils held lower performance expectations, provided more negative nonverbal responses, and more…

Examined the performance of middle school students with learning disabilities (N=86) or without (N=39) on the Science Appraisal Battery. Questions required either verbal answers or hands-on activities with no time limits. Regular education students outperformed students with learning disabilities on all portions of the test and on both verbal and…

Comparison of the effects of pretest anxiety on the social and nonsocial problem solving of 45 boys (ages 9 to 11) with learning disabilities (LD) and 45 nondisabled boys found the LD group reported significantly higher pretest anxiety which escalated over the course of the problem-solving session. However, boys with or without LD were equally…

School psychologists function as experts in the diagnosis of childrens' educational difficulties. Can the decision-making activities of school psychologists be characterized as expert? Practicing school psychologists (N=10) reviewed cases of children (N=120) being considered for placement in learning disabilities programs. A case consisted of 17…

Forty learning-disabled fourth graders learned to use a spelling study strategy, studied words under varying conditions, and predicted their scores on a subsequent test. Results indicated that, even without inclusion of specific metacognitive training components, strategy training produced important metacognitive improvement and that metacognitive…

Self-concept ideas can be reformulated and integrated into an objectives oriented model of school learning. Bloom's model (1976) involving mastery learning already incorporates self-concept elements, but needs to be developed theoretically to include norm-referenced as well as criterion-referenced approaches to assessing self-concepts. This…

The study examined performance of limited-English proficient Hispanic students on a battery of psychometric instruments designed to appropriately assess linguistic minority students. Subjects consisted of three groups: 44 nonhandicapped, 45 learning-disabled, and 39 mildly mentally retarded elementary-level students. Instruments included the…

Twenty-eight students (grades six through eight) with severe learning disabilities (LD) received group or individual intervention with either induced positive or neutral moods. The positive affect condition in the individual setting increased coding task performance the most for students with LD. Subjects receiving the neutral affect induction,…

Twenty-six articles including information about the cognitive and academic characteristics of learning-disabled college students are reviewed, focusing on levels of intellectual functioning, reading achievement, mathematics achievement, written expression, and foreign language performance. Research needs and implications for service provision are…

Comparisons of Wechsler Intelligence Scale for Children-Revised scores, for 24 children with learning disabilities demonstrating a low verbal, high performance intelligence quotient (IQ) discrepancy and 33 slow learning children having uniformly low verbal and performance IQs, revealed few cognitive differences beyond the Performance Scale…

Comparison of college students with learning disabilities who either graduated (n=23) or did not graduate (n=17) from college found that the two groups differed on frequency of self-contained placement, duration of private tutoring, high school English courses, and age and prior college experience at college entrance. Gender differences were also…

Describes a study which compared the performance of learning handicapped and nonhandicapped boys in grades four, five, and six working in like pairs, mixed pairs, and individually at the computer on a mathematics problem-solving task. It was found that the boys worked as effectively in pairs as they did individually. (LRW)