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Biomedical subjects

F Vrana

Publications and source records attributed to F Vrana.

3 recordsLinked to original sources
PubMed1982

The relationship between learning disability, intelligence, and paired-associate learning.

Learning disabled (N = 45) and non-learning disabled (N = 39) third and fourth grade boys and girls were compared in four paired-associate situations. The situations respectively measured learning, memory, exemplar learning, and transfer. Intelligence was measured with the WISC-R. The data were nonnormal in distribution, and the results were thus analyzed parametrically for intelligence and group. What appears to be an interaction occurred. Intelligence facilitated performance for normals on the memory task but had a deleterious effect for the learning disabled Ss. The learning disabled high intelligence group, however, performed significantly better than the other groups on the exemplar and transfer tasks. These findings are discussed in terms of conceptualizations of learning disability and the nature of intervention strategies. In addition, concern is raised for the validity for research with these children where the IQ factor is ignored or covaried and not directly investigated.

Child↗
PubMed1980

The intervention of a modulator with learning disabled children.

Tested the role of a child modulator, an investigator, and coordinator of services for learning disabled children. Ninety regular third- and fourth- grade children with average intelligence were selected from a population of 1,030 children on the basis of low scores on the Pupil Rating Scale and at least one of four Metropolitan Achievement subtests and were assigned randomly to one of three groups. The first group received the services of the modulator for a 6-month period, while the respective schools were informed of the teachers' ratings and achievement test scores for the second group, and the third group was an untreated control. In addition to the selection procedures, school grades, the Piers-Harris Self-Concept Scale and the Connors Parents Questionnaire were completed before and after treatment. The results showed teacher ratings and achievement score changes for all groups with the modulation group superior only in teacher ratings of Personal-Social behavior. Follow-up testing 18 months later between the modulated and school informed group within the Piers-Harris Scale and ratings by unbiased teachers reflected numerous differences, which suggests a growing self-confidence in the modulated Ss. The positive usefulness of this form of intervention in meeting the general needs of the child and in treating the concomitants of school failure are discussed.

Canada↗