Abstract
The present article reviews some assumptions related to the information processing framework. The major implications of previous articles are reviewed, as well as some conceptual ambiguities related to the role of the automaticity, prior knowledge, and executive functioning in explaining learning disabilities. The ecological validity of the information processing framework, as well as the limitations of differential theories, is discussed. Discussion is also given to: (a) identifying common denominations, (b) subgrouping, (c) isolating mental components underlying academic change, and(d) incorporating neuropsychological data into future research practice.
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