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The Continuous Performance Test in Learning Disabled and Nondisabled ChildrenMichele J. Elinson is a research investigator in rhe Division ojPediatric Psychologv at the Universiv of Iowa. She earned her PhD in educational and pediatric psychology at the University of Iowa in 1984. Her research has focused on learning and behavioral consequences of cognitive disabilities in children with developmental learning disorders and genetic syndromes. Address: Michele J. Eliason, Department of Pediatrics 2523 JCP, University of Iowa Hospitals, Iowa City, IA 52242.
Lynn C. Richman is professor and chair of the Division of Pediatric Psychology at the University of Iowa. He earned his PhD in educational psychology from the University of Iowa in 1973. His research has emphasized language disorders in children with learning disorders. He has conducted extensive research in the areas of social, personality/behavior, and neuropsychological consequences of cleft lip and palate. The performance of 30 learning disabled (LD) children with specific memory disability was compared to 30 matched controls on a computerized test of attentional skills. The Continuous Performance Test (CPT) provided a measure of omission errors, commission errors, and average rate of responding to a color-letter combination target. The LD group showed more omission errors and a slower rate of responding, but did not differ from controls on commission errors. The results were interpreted from a signal detection perspective and suggested that the LD group showed inefficient allocation of processing resources rather than an attentional deficit. The importance of dividing LD children into homogeneous cognitive subgroups was stressed.
Journal of Learning Disabilities, Vol. 20, No. 10,
614-619 (1987) This article has been cited by other articles:
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