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Empirical Testing of a Cognitive Model to Account for Neuropsychological Functioning Underlying Arithmetic Problem Solving

Ervin S. Batchelor, PhD, is completing a clinical fellowship in neuropsychology at Harvard Medical School. He is also working under an NIH grant that is funding research in childhood learning disorders at Ball State University. Dr. Batchelor is co-editing a book on pediatric neuropsychology and developing a neuropsychological test battery for children ages 6 to 12 years. Address: Ervin S. Batchelor, Jr., PhD, Behavioral Neurology Unit, Beth Israel Hospital, 330 Brookline Ave., Boston, MA 02215.

Jeffrey W. Gray

Jeffrey W. Gray, PhD, is the director of Neuropsychological Services and Rehabilitation Services for Tri State Regional Rehabilitation Hospital in Evansville, Indiana. He also has a faculty appointment with the University of Evansville. Dr. Gray is currently co-editing a book on perinatology with Raymond S. Dean. He is on the board of the Indiana Perinatal Association.

Raymond S. Dean

Raymond S. Dean, PhD, ABPP, is a distinguished professor of psychology at Ball State University. Dr. Dean also maintains a research faculty position at Indiana University School of Medicine. He edits the Journal of School Psychology and Archives of Neuropsychology. In addition, he serves on the editorial board of a number of professional journals in both school psychology and neuropsychology. Dr. Dean is author and editor of several volumes in print and in press.

The efficacy of a cognitive-based arithmetic problem-solving model (Dinnel, Glover, & Halpain, in press; Dinnel, Glover, & Ronning, 1984) was tested using 989 students with learning disabilities. Comprehensive neuropsychological test battery information was used to predict composite arithmetic test performance as a means of examining the utility of this model. Results of this study offer support for Dinnel et al.'s (Dinnel, Glover, & Halpain, in press; Dinnel, Glover, & Ronning, 1984) model in accounting for arithmetic performance under continuous visual stimulus conditions. However, these data indicate a more complex neuropsychological underpinning to arithmetic performance in both visual and aural stimulus conditions. The neuropsychological aspects of arithmetic problem solving were discussed in relationship to this cognitive-based model.

Journal of Learning Disabilities, Vol. 23, No. 1, 38-42 (1990)
DOI: 10.1177/002221949002300110


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