Differential Patterns of Approach to a Complex Problem-Solving Task Among Learning Disabled Adolescents

Abstract

To identify differential patterns of problem-solving approach in learning disabled (LD) adolescents, data were gathered from 58 LD ninth graders in a modified Piagetian isolation-of-variables task setting (the bending rods task). Seven variables tapping the problem-solving dimensions of data gathering, reasoning, and response to examiner guidance were coded from the subjects' videotaped sessions. These variables were analyzed using a cluster analysis to identify the different patterns of task approach in the sample. The stability of the cluster solution was verified using data from a second administration of the task. Interpretation of the subgroups was facilitated by comparisons of performance to that of same-age ( n = 31) and younger ( n = 14) normally achieving (NA) subjects. Validation of the cluster differences involved an analysis of performance on a set of measures not included in the original analysis. Four clusters were identified, representing qualitatively different approaches to the task. One of the clusters ( n = 22) appeared to represent normal performance. Subjects in the remaining three clusters evidenced performance markedly different from that of their NA peers on one or more variables. These clusters were interpreted to represent a general conceptual disorder ( n = 4), a specific developmental delay in acquiring the isolation-of-variables strategy ( n = 17), and a poor awareness of the implicit demands in the experimental situation ( n = 15).