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No Solid Empirical Evidence for the SOLID (Serial Order Learning Impairment) Hypothesis of Dyslexia
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Staels, Eva; Van den Broeck, Wim – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2015
This article reports on 2 studies that attempted to replicate the findings of a study by Szmalec, Loncke, Page, and Duyck (2011) on Hebb repetition learning in dyslexic individuals, from which these authors concluded that dyslexics suffer from a deficit in long-term learning of serial order information. In 2 experiments, 1 on adolescents (N = 59)…
Descriptors: Dyslexia, Repetition, Sequential Learning, Neurological Impairments
Wechsler Adult Intelligence Score Patterns for Learning Disabled Young Adults. Part 1: Studies with New or Unusual Learning Disabled Populations.
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Cordoni, Barbara K.; And Others – Journal of Learning Disabilities, 1981
Consistent with earlier research using the Wechsler Intelligence Scale for Children (WISC) and the WISC-Revised, the Information, Digit Span, and Digit Symbol (i.e., Coding) subtests contribute substantially and independently to group differentiation. A. Bannatyne's Sequential factor also discriminates between these groups. (Author)
Descriptors: College Students, Higher Education, Intelligence Tests, Learning
A Cognitive Pattern of the Yakima Indian Students.
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Diessner, Rhett; Walker, Jacqueline L. – Journal of American Indian Education, 1986
Reports possible validity of particular American Indian cognitive style based on the Bannatyne categories of the Wechsler Scales. Found statistically significant pattern of spatial ability, sequential ability, and verbal conceptual ability in 75 junior and senior high school Yakima Indian students. (LFL)
Descriptors: American Indian Education, American Indians, Cognitive Style, Concept Formation