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Autonomic responsivity during visual search of hyperactive and reading-disabled children.

Heart rate and skin conductance measures, recorded during a visual search task, were compared for hyperactive, reading-disabled, hyperactive reading-disabled, and control elementary school boys. As shown in past work, basal autonomic levels did not statistically differentiate groups. In all groups, heart rate levels increased with task complexity, but more so on reward than on nonreward trials. In the intertrial interval, heart rate decelerated consistently when subjects were anticipating stimuli associated with reward, but when reward was uncertain, heart rate accelerated slightly or stayed the same. Control subjects exhibited anticipatory heart rate deceleration more consistently than did clinical subjects, especially the solely hyperactive ones. Skin conductance levels first decreased, then rose as task complexity increased, but the groups did not differ on this measure. A conditioning model is outlined to explain directional changes in heart rate.

Arousal↗
PubMed1980

Coding processes in normal and learning-disabled children: evidence for modality-specific pathways to the cognitive system.

In Experiment 1, normal 10-yr.-olds and 10-yr.-olds diagnosed as learning disabled (LD) were presented with items in visual and auditory modalities for free and cued recall. The LD children had deficits in auditory and/or visual memory. Recall by LD children was worse than for nonimpaired peers only on tasks in the impaired modality, and on cued recall the deficit was confined to recall given a semantic category cue: Recall given perceptual cues was unimpaired. In Experiment 2, presentation-time tasks were used to create a bias toward either perceptual or semantic encoding. The semantic-encoding task removed the modality-specific deficit between LD children and controls. We conclude that deficits in semantically cued recall for children with only one impaired modality had their origins at presentation time. The most parsimonious explanation of these results involves separate pathways linking the auditory and visual modalities to the semantic system.

Child↗
PubMed1985

The univariate and multivariate relationships among environmental, sociocultural, biological, and developmental variables and the identification of learning disabled children.

Multivariate techniques were used to study the relationships among environmental, sociocultural, biological, and developmental variables, and their ability to discriminate between learning disabled (LD) and regular education students. Univariate analyses were employed to identify variables that were included in a discriminant analysis. Through this combination of analyses, variables that might be considered as risk factors were isolated. Variables which contributed to the separation of LD children from those not placed in special education were developmental delays, baby's length at birth, and sex of child. Developmental delays and serious illness of the child were variables most contributing to the separation of LD from low achieving children. While not increasing the accuracy of classification, these antecedent variables appear to predict probability of LD placement as accurately as academic performance or clinical decision, thus allowing early intervention rather than procedures used after learning problems have been identified.

Body Height↗