This Article Full Text (PDF) References Alert me when this article is cited Alert me if a correction is posted Citation Map 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 HighWire Citing Articles via Google Scholar Citing Articles via Scopus Google Scholar Articles by Kolligian, J. Articles by Sternberg, R. J. Search for Related Content PubMed PubMed Citation Articles by Kolligian, J., Jr. Articles by Sternberg, R. J. Social Bookmarking                         What's this?

Intelligence, Information Processing, and Specific Learning Disabilities

A Triarchic Synthesis

John Kolligian, Jr., MA, is a Doctoral Candidate in Clinical and Developmental Psychology, Yale University. Address: John Kolligian, Jr., MA, Department of Psychology, Yale University, Box 11A Yale Stn., New Haven, CT 06520–7447.

Robert J. Sternberg

Robert J. Steinberg, PhD, is IBM Professor of Psychology and Education, Yale University.

Information processing theories of intelligence offer a potentially rich yet generally unexplored theoretical forum for conceptualizing and investigating learning disabilities. The purpose of this article is to advance our understanding of the nature of specific learning disabilities by using Sternberg's (1985) triarchic theory of human intelligence as a framework for expanding the componential-deficit approach. Specifically, deficient cognitive strategies and inadequate knowledge in certain domains may result from learning disabled individuals' inability to (a) selectively encode, compare, and combine information, or (b) automatize information processing. In addition, this article emphasizes the importance of the experiential, contextual, and motivational history of the learning disabled individual in understanding his or her componential deficits.

Journal of Learning Disabilities, Vol. 20, No. 1, 8-17 (1987)
DOI: 10.1177/002221948702000103


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

This article has been cited by other articles:

				R. Schiff, N. Bauminger, and I. Toledo Analogical Problem Solving in Children With Verbal and Nonverbal Learning Disabilities J Learn Disabil, January 1, 2009; 42(1): 3 - 13. [Abstract] [PDF]

				S. R. Shaw An Educational Programming Framework for a Subset of Students With Diverse Learning Needs: Borderline Intellectual Functioning Intervention in School and Clinic, May 1, 2008; 43(5): 291 - 299. [Abstract] [PDF]

				M. D. Weiler, N. S. Harris, D. J. Marcus, D. Bellinger, S. M. Kosslyn, and D. P. Waber Speed of Information Processing in Children Referred for Learning Problems: Performance on a Visual Filtering Test J Learn Disabil, November 1, 2000; 33(6): 538 - 550. [Abstract] [PDF]

				R. Gersten and D. Chard Number Sense: Rethinking Arithmetic Instruction for Students with Mathematical Disabilities Journal of Special Education, April 1, 1999; 33(1): 18 - 28. [Abstract] [PDF]

				M. Montague Cognitive Strategy Instruction in Mathematics for Students with Learning Disabilities J Learn Disabil, March 1, 1997; 30(2): 164 - 177. [Abstract] [PDF]

				S. F. Shaw, J. P. Cullen, J. M. McGuire, and L. C. Brinckerhoff Operationalizing a Definition of Learning Disabilities J Learn Disabil, November 1, 1995; 28(9): 586 - 597. [Abstract] [PDF]

				D. D. Hammill A Brief Look at the Learning Disabilities Movement in the United States J Learn Disabil, May 1, 1993; 26(5): 295 - 310. [PDF]

				J. K. Williams, L. C. Richman, and D. B. Yarbrough Comparison of Visual-Spatial Performance Strategy Training in Children with Turner Syndrome and Learning Disabilities J Learn Disabil, December 1, 1992; 25(10): 658 - 664. [Abstract] [PDF]

				R. S. Berger and D. K. Reid Differences That Make a Difference: Comparisons of Metacomponential Functioning and Knowledge Base Among Groups of High and Low IQ Learning Disabled, Mildly Mentally Retarded, and Normally Achieving Adults J Learn Disabil, August 1, 1989; 22(7): 422 - 429. [Abstract] [PDF]

				M. Margalit Academic Competence and Social Adjustment of Boys with Learning Disabilities and Boys with Behavior Disorders J Learn Disabil, January 1, 1989; 22(1): 41 - 45. [PDF]

				C. R. Reynolds Commentary: Homogeneity, Circularity, Overgeneralization? LD Is Many Disorders and not Due to a Singular Componential Deficit J Learn Disabil, June 1, 1987; 20(6): 324 - 326. [Abstract] [PDF]

				H. L. Swanson Information Processing Theory and Learning Disabilities: A Commentary and Future Perspective J Learn Disabil, March 1, 1987; 20(3): 155 - 166. [Abstract] [PDF]

				H. S. Adelman Commentaries J Learn Disabil, March 1, 1987; 20(3): 166 - 171. [PDF]