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| Learning Disability Quarterly | 4 |
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| Freund, Judith H. | 1 |
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Peer reviewedFreund, Judith H.; And Others – Learning Disability Quarterly, 1979
Aspects considered include cognitive and social development, the preschool prediction of learning disabilities, patterns of environmental processes in learning disabilities and mental retardation, environmental disadvantages, and biological determinants. (Author/DLS)
Descriptors: Biological Influences, Child Development, Cognitive Development, Disability Identification
Peer reviewedWong, Bernice – Learning Disability Quarterly, 1979
The three theories considered are H. S. Adelman's interactional model of learning disabilities, A. O. Ross' theory of developmental lag in selective attention, and J. K. Torgesen's conceptualization of the learning disabled child as an inactive learner. (Author/DLS)
Descriptors: Attention, Child Development, Learning Disabilities, Learning Theories
Download full textTeglasi, Hedwig; Cohn, Andrea; Meshbesher, Nicole – Learning Disability Quarterly, 2004
The link between learning problems and social-emotional difficulties is well documented and both are associated with temperamental risk factors. Whereas temperament refers to individual differences in biologically based dispositions for responding to and engaging with one's surroundings, developmental outcomes are the products of experiences as…
Descriptors: Psychological Patterns, Interpersonal Competence, Personality, Learning Problems
Peer reviewedTarver, Sara; Maggiore, Ronald – Learning Disability Quarterly, 1979
The findings provide evidence that the learning disabled develop most cognitive abilities in a manner similar to that of their normal counterparts, though perhaps slightly delayed, and that by adolescence, development in the learning disabled approaches that of normals. (Author/DLS)
Descriptors: Age Differences, Attention, Child Development, Cognitive Development
