Abstract
Piagetian and Lurian assessment procedures were employed to evaluate the neurocognitive processes of seven-year-old historically disadvantaged children (n=27), residents of traditionally Black areas who were identified as experiencing learning problems (LP group) in English medium schools. Comparisons were made with a reference group of Black children in the same schools (n=23) currently not experiencing learning problems (NLP). No significant differences were found between factors such as maternal education, occupational status, Home Screening Questionnaire or the amount of English spoken in the homes of the two groups. On Piagetian tasks of conservation and seriation, it was observed that the performances of the NLP group were age appropriate, while the LP children showed a developmental lag, despite the fact that no significant difference was observed on classification tasks. Using Majovski et als (1978) adaptation of Luria's tests, significant differences were noted on all tasks with the exception of Acoustic-Motor organisation and Higher Visual Functions. The results of the Lurian tasks indicated difficulties with basic skills but especially with the regulatory and directional aspects of language which manifested in lower level dysfunctions regarded as prerequisites for gaining higher level skills. The occurrence of different maturation rates and skills for the two groups as shown by Piagetian and Lurian tasks, was also supported by differences obtained on Goodenough's (1929) DAP test (p<.001). Significant correlations were found between conservation and seriation tasks with Lurian functions of motor, acoustic-motor, expressive language, arithmetic and reading /writing skills. The possibility is raised that Piagetian and Lurian approaches can offer greater insight into children's cognitive levels and task performance.
Published Version
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