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At least 667 records · Page 37Linked to original sources
PubMed1984

Accuracy versus speed in the generalized effort of learning-disabled children.

Reinforcement of effortful performance in a given academic task has been found to increase the subsequent performance of other academic tasks. The learned-effort hypothesis assumes that individuals learn which dimensions of task performance are correlated with reinforcement of high effort, and generalize across tasks. Therefore, reinforcement of increased effort in a given dimension of one task should result in greater generalized effort in the same dimension of transfer performance than in another dimension. In accord with this view, preadolescent learning-disabled students who received points for high reading accuracy subsequently produced more accurate drawings and stories than did students whose points had been based upon high reading speed or upon mere completion of the reading task. Students who received points for high reading speed subsequently constructed stories more quickly than did children whose points had been based upon high reading accuracy or upon reading-task completion. Consistent with the more explicit and frequent feedback for accuracy than for speed in most academic tasks, generalized accuracy was much more durable than generalized speed.

Child↗
PubMed1975

[Organisational pre-requisites for the improvement of the social integration of disabled children by means of sport (author's transl)].

Physical education of physically handicapped and sensorily imparied children - with its general goals and, especially, its efforts to improve social integration - is understood as an essential part of rehabilitation. The pre-requisites, possibilities and limits of setting up sports teams are discussed on the basis of the types of disabilities suffered by the team members. In addition to homogenous and non-homogenous teams, sports teams should be developed in which the disabled are active alonside the non-disabled. More than ever, sports will be for those disabled who are able to participate - a means of enlarging social contacts. The personality of the sports teacher, who must have a broad knowledge of the methods applied in sports for the disabled, is considered a decisive factor on whom success or failure depends. The given examples are based on experiences gained by the author and his colleagues. The setting up of such sports teams should be followed by new approaches in the clubs and associations activities, as well as in the financing of sports for the disabled. Suggestions are made on how this can be realised.

Age Factors↗
PubMed1978

Evaluation of intellectual, linguistic, and achievement variables in normal, emotionally disturbed, and learning disabled children.

This study addresses itself to developing an abbreviated test battery to assess children presenting learning difficulties in the classroom. Factor analyses of the WISC, ITPA and PIAT revealed that 85% of the total variance of these tests can be accounted for by an abbreviated battery utilizing 12 subtests from the 26 in the total from all three tests. Evidence is presented that the discrepancy between academic achievement and academic aptitude is not as great as expected, in children with apparent underachievement, when careful, reliable measures are used.

Achievement↗