Abstract
Eighty children with learning problems were systematically evaluated for neurological soft signs, general intelligence, scholastic achievement, hyperactivity, and neurocognitive dysfunction. A factor analysis yielded six factors, and a higher order, general ability factor was derived from an orthogonal rotation. Neurocognitive functions appeared in three factors suggesting “types” of dysfunctions. The higher order general ability factor represents a broad range of skills. The two other factors with neurocognitive loads suggest a distinction between verbal-motor integration and visual-motor integration. Age, sex, and hyperactivity formed the remaining clusters.
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