Advanced Search

Journal Navigation

Journal Home

Subscriptions

Archive

Contact Us

Table of Contents

Click here to sign up for SAGE Journal Email Alerts today!

Sign In to gain access to subscriptions and/or personal tools.
Journal of Learning Disabilities
This Article
Right arrow Full Text (PDF)
Right arrow References
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Right arrow Citation Map
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Similar articles in PubMed
Right arrow Alert me to new issues of the journal
Right arrow Add to Saved Citations
Right arrow Download to citation manager
Right arrowRequest Permissions
Right arrow Request Reprints
Right arrow Add to My Marked Citations
Citing Articles
Right arrow Citing Articles via HighWire
Right arrow Citing Articles via Google Scholar
Right arrow Citing Articles via Scopus
Google Scholar
Right arrow Articles by Swanson, H. L.
Right arrow Search for Related Content
PubMed
Right arrow PubMed Citation
Right arrow Articles by Swanson, H. L.
Right arrowPubmed/NCBI databases
Medline Plus Health Information
*Learning Disorders
Social Bookmarking
Add to CiteULike   Add to Complore   Add to Connotea   Add to Del.icio.us   Add to Digg   Add to Reddit   Add to Technorati   Add to Twitter  
What's this?

Information Processing Theory and Learning Disabilities

A Commentary and Future Perspective

H. Lee Swanson

H. Lee Swanson received his PhD from the University of New Mexico, Current research interests include the assessment of learning disabled children's intelligence, semantic memory, and working memory abilities. Address: H. Lee Swanson. Department of Educational Psychology. University of Northern Colorado, Greeley, CO 80639.

The present article reviews some assumptions related to the information processing framework. The major implications of previous articles are reviewed, as well as some conceptual ambiguities related to the role of the automaticity, prior knowledge, and executive functioning in explaining learning disabilities. The ecological validity of the information processing framework, as well as the limitations of differential theories, is discussed. Discussion is also given to: (a) identifying common denominations, (b) subgrouping, (c) isolating mental components underlying academic change, and(d) incorporating neuropsychological data into future research practice.

Journal of Learning Disabilities, Vol. 20, No. 3, 155-166 (1987)
DOI: 10.1177/002221948702000303
Add to CiteULike CiteULike   Add to Complore Complore   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us   Add to Digg Digg   Add to Reddit Reddit   Add to Technorati Technorati   Add to Twitter Twitter    What's this?


This article has been cited by other articles:


Home page
 J Learn DisabilHome page
E. A. Polloway, J. R. Patton, T. E. C. Smith, and G. H. Buck
Mental Retardation and Learning Disabilities: Conceptual and Applied Issues
J Learn Disabil, May 1, 1997; 30(3): 297 - 308.
[Abstract] [PDF]

Home page
 J Learn DisabilHome page
C. S. Spafford and G. S. Grosser
The Social Misperception Syndrome in Children with Learning Disabilities: Social Causes Versus Neurological Variables
J Learn Disabil, March 1, 1993; 26(3): 178 - 189.
[Abstract] [PDF]

Home page
 J Learn DisabilHome page
J. Stolzenberg and M. Cherkes-Julkowski
ADHD and LD Connection
J Learn Disabil, April 1, 1991; 24(4): 194 - 195.
[PDF]