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Study on Visual and Auditory Perception Characteristics of Children with Different Type of Mathematics Learning Disability
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Zhang, Shudong; Xia, Xuenan; Li, Fei; Chen, Chunhui; Zhao, Libo – International Journal of Disability, Development and Education, 2021
In order to address the problem of the underlying mechanism of mathematics learning disability (MLD), in the current research, we investigated the visual and auditory perceptions of elementary school children with visual and auditory MLD from the first to fourth grade. We found that children with visual mathematics learning disability (VMLD) and…
Descriptors: Visual Perception, Auditory Perception, Perception Tests, Perceptual Impairments
Not Any Gifted Is an Expert in Mathematics and Not Any Expert in Mathematics Is Gifted
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Paz-Baruch, Nurit; Leikin, M.; Leikin, R. – Gifted and Talented International, 2022
Mathematical giftedness (MG) is an intriguing phenomenon, the nature of which has yet to be sufficiently explored. This study goes a step further in understanding how MG is related to expertise in mathematics (EM) and general giftedness (G). Cognitive testing was conducted among 197 high school students with different levels of G and of EM. Based…
Descriptors: Gifted, Mathematical Aptitude, Expertise, Factor Analysis
Integration of the WJ IV, WISC-V, WISC-V Integrated, and WIAT-III into a School Neuropsychological Assessment Model
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Miller, Daniel C. – School Psychology Forum, 2015
The Woodcock-Johnson-Fourth edition (WJ IV; Schrank, McGrew, & Mather, 2014a) and the Wechsler Intelligence Scale for Children-Fifth edition (WISC-V; Wechsler, 2014) are two of the major tests of cognitive abilities used in school psychology. The complete WJ IV battery includes the Woodcock-Johnson IV Tests of Cognitive Abilities (Schrank,…
Descriptors: Cognitive Ability, Cognitive Tests, Children, Intelligence Tests
Perceptual Skills and Arabic Literacy Patterns for Mathematically Gifted Children with Specific Learning Difficulties
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Al-Hroub, Anies – British Journal of Special Education, 2010
Phonological awareness is a key factor in the development of literacy, and frequently presents itself as an area of weakness in pupils with reading difficulties. In this article, Anies Al-Hroub of the American University of Beirut sets out to define a distinguishing pattern of characteristics that supports the identification of pupils with…
Descriptors: Learning Disabilities, Phonological Awareness, Memory, Foreign Countries
Cognitive Strengths and Weaknesses Associated with Prader-Willi Syndrome.
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Conners, Frances A.; Rosenquist, Celia J.; Atwell, Julie A.; Klinger, Laura Grofer – Education and Training in Mental Retardation and Developmental Disabilities, 2000
Nine adults with Prader-Willi syndrome (PWS) and nine age- and IQ-matched adults with PWS completed standardized tests of long-term and short-term memory, visual and auditory processing, and reading and mathematics achievement. Contrary to previous findings, long-term memory in PWS subjects was strong relative to IQ and there was no evidence that…
Descriptors: Adults, Auditory Perception, Congenital Impairments, Intelligence Quotient
Simultaneous-Successive Processing Model: Application to the College Population with Learning Disabilities.
Gregg, Noel; Hoy, Cheri – B. C. Journal of Special Education, 1989
The study of the performance of 55 learning-disabled college students on the Raven's Progressive Matrices and other tasks found: (1) a negative correlation between visual-motor skills and written language, (2) a positive correlation between visual organization/memory and mathematics, and (3) a positive correlation between auditory memory and…
Descriptors: Auditory Perception, Cognitive Processes, College Students, Higher Education