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Differences in Cognitive Processes Among Handicapped and Average ChildrenA Group Learning ApproachMiriam Cherkes-Julkowski is an Associate Professor of Educational Psychology at the University of Connecticut. Address: Miriam Cherkes-Julkowski, PhD, Department of Educational Psychology, Box U-64, the University of Connecticut, 249 Glenbrook Road, Storrs, CT 06268.
Nancy Gertner is a graduate student in the Department of Educational Psychology at the University of Connecticut.
Kay Norlander is an Assistant Professor of Educational Psychology at the University of Connecticut. This study investigated the ability of LD, slow learning and average children to adapt learning strategies to different stimulus demands. Small group learning situations were used to encourage subjects to verbalize their strategies to each other and to create the expectation that, since other children have different approaches, the process of strategy selection is critical. Findings demonstrated a distinctly different pattern of strategy usage associated with performance in each of the three diagnostic categories as well as an ability in all three groups to differentiate among stimulus demands.
Journal of Learning Disabilities, Vol. 19, No. 7,
438-445 (1986) This article has been cited by other articles:
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