This Article Full Text (PDF) References Alert me when this article is cited Alert me if a correction is posted Services Email this article to a friend Similar articles in this journal Similar articles in PubMed Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via Google Scholar Citing Articles via Scopus Google Scholar Articles by Dykman, R. A. Articles by Boudreau, A. Y. Search for Related Content PubMed PubMed Citation Articles by Dykman, R. A. Articles by Boudreau, A. Y. Social Bookmarking                         What's this?

Physiological Manifestations of Learning Disability

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


CiteULike    Complore    Connotea    Del.icio.us    Digg    Reddit    Technorati    Twitter    What's this?