Abstract
Three nonverbal and seven verbal recorded tests were administered to a group of 21 children with minimal cerebral dysfunction and learning difficulties, and to a comparison group of normal children. Neurologically impaired children were significantly deficient in performance on all three nonverbal tests and on backward-digit span, serial noun span, multisyllabic word repetition, scrambled sentence arrangement, and oral sequential accuracy. Perseverative behavior and bizarre responses were displayed by the experimental group as performance demands increased. Temporal ordering difficulties and reduced attention are seen to contribute to psycholinguistic problems in language learning.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.