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Journal of Learning Disabilities
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Physiological Manifestations of Learning Disability

Roscoe A. Dykman, PhD

Roscoe A. Dykman is the head of the Division of Behavioral Sciences at the Universitv of Arkansas for Medical Sciences. He received his PhD degree in Psychologv from the University of Chicago. Address: Dr. R.A. Dykman, UAMS, 4301 West Markham St., MS-588, Little Rock, A R 72205.

Peggy T. Ackerman, MA

Peggy T. Ackerman is a Research Associate at the Division of Behavioral Sciences, University of Arkansas for Medical Sciences. She received her MA degree in Psychology from George Peabody College.

Phillip J. Holcomb, MA

Phillip J. Holcomb is a Research Assistant at the Division of Behavioral Sciences, Universit-y of Arkansas f o r Medical Sciences. He received his MA degree in Psychologv .from New Mexico State University.

A. Yvonne Boudreau, BA

A. Yvonne Boudreau is also a Research Assistant at the Division of Behavioral Sciences, University of Arkansas for Medical Sciences. She received her BA degree in Psychology from New Mexico State University.

This article reviews the physiological studies that have been done on non-hyperactive learning disabled youngsters. It excludes the electrocortical and electroencephalographic literature which, because of its voluminous nature, will require a separate article. Most of the physiological research that has been done and reviewed here involves two autonomic functions, heart rate and skin conductance, obtained in experimental paradigms assessing arousal, orienting, and attention. The evidence reviewed indicates some degree of attentional deficit in LD children, but does not necessarily imply brain damage or brain dysfunction.

Journal of Learning Disabilities, Vol. 16, No. 1, 46-53 (1983)
DOI: 10.1177/002221948301600118
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