Cognitive functioning in learning-disabled and nonlearning-disabled secondary level students

Abstract

A study was conducted to compare on a number of specialized cognitive procedures the performance of high school students designated as learning disabled (LD) with the performance of nonlearning-disabled students experiencing learning difficulties (nonLD). Both groups were then compared with a control group of typical learners. Results indicate that when taken as a group LD and nonLD students differed significantly from a control group of typical learners on 6 of 16 variables. LD students differed from nonLD students with learning difficulties on 5 of 16 variables. The performance of LD and nonLD students with learning difficulties indicates patterns of cognitive functioning that differ from those of typical learners. The possibility of the development of compensatory cognitive styles in LD and nonLD students and their implications are discussed.