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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

Roberta S. Berger received her PhD in school psychology from Indiana State University in 1985. She is currently a psychologist in private practice in Dallas, Texas. She is also a lecturer in special education at the University of Texas at Dallas. She serves as the research chair for the Dallas Jewish Coalition for the Homeless, on the board of directors of the Dallas Literacy Council, and on the board of directors of Operation LIFT (Literacy Instruction for Texas). Address: Roberta S. Berger, 14032 Hillcrest, Dallas, TX 75240.

D. Kim Reid

D. Kim Reid received her PhD in educational psychology from Temple University in 1975. She is currently president of Educate, Inc., Dallas, Texas. Dr. Reid is author of three books and numerous research articles that explore the interface between cognitive functioning and instructional interventions for students with learning disabilities.

To determine if cognition among persons with learning disabilities (LD) and mild mental retardation (MMR) is similar, we compared metacomponential functioning and knowledge acquisition across groups of incarcerated adults with LD and high IQ (HIQLD), with LD and low IQ (LIQLD), with normal achievement (NA), and with MMR. The Slosson Intelligence Test Computer Report (Nicholson, 1984) formula established criteria for group inclusion. Metacomponential functioning among 77 males and 26 females was measured by a confidence test (Echternacht, Boldt, & Sellman, 1971) designed for the general knowledge subtest of the SRA Achievement Battery (Naslund, Thorpe, & Lefever, 1982). Knowledge base and group membership were significantly related to metacomponential ability (R² = .84). Persons with HIQLD and LIQLD performed better than those with MMR on both measures. The HIQLD, however, did not outperform their peers with NA. Results show that (a) knowledge base is the best predictor of metacomponential skill, (b) metacomponential orchestration differentiates persons with HIQLD from those with LIQLD and both groups from persons with MMR, and (c) IQ mediates metacognition, but does not explain it. Education should emphasize knowledge acquisition for people with HIQLD; people with LIQLD and MMR require more attention to metacognition.

Journal of Learning Disabilities, Vol. 22, No. 7, 422-429 (1989)
DOI: 10.1177/002221948902200706


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