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Learning Disability, Inferential Skills, and Postfailure Reflectivity

Uri Shafrir is a visiting professor in the Department of Special Education at the Ontario Institute for Studies in Eduction in Toronto. He has published articles on children's response to failure on learning tasks.

Linda S. Siegel

Linda S. Siegel is a professor of special education at the Ontario Institute for Studies in Education. She has published articles in the areas of reading and arithmetic disabilities, definitional issues in regard to learning disability, language and memory difficulties in children with learning disabilities, and the early detection of learning disabilities.

Min-Na Chee

Min-Na Chee is a doctoral candidate in the Department of Special Education at the Ontario Institute for Studies in Education. She is interested in learning disabilities. Address: Uri Shafrir, Department of Special Education, Ontario Institute for Studies in Education, 252 Bloor St. West, Toronto, Ontario, Canada M5S IV6.

Children with learning disabilities (LD) were compared with normally achieving children (NA) on two aspects of problem solving: inferential skills and response to errors in an academic content-free task. We tested 33 normally achieving children and 69 children with LD, aged 7 years 10 months to 16 years 4 months, on the PAR (PAttern Recognition) task, a computer-based, self-paced learning sequence. The children with LD were subtyped in two different ways: first, as children with only an arithmetic disability (AD), or with both arithmetic and word-recognition disabilities (AD/WRD); and second, as children with LD and attention deficit disorder (ADD), or LD without ADD. Results showed that on inferential skills, children with LD (without subtyping), children with AD/WRD, and children with LD with and without ADD scored significantly lower on the PAR task than children in the NA group. Also, an interaction was found between the NA and LD (without subtyping) groups and age, whereby children with LD improved their scores on PAR with age significantly more than normally achieving children. On attention to errors, children with both arithmetic and word-recognition disabilities scored significantly lower than children with only arithmetic disability or NA. It appears that the meta cognitive skill of monitoring errors may be a major source of difficulty in problem solving for children with both arithmetic and word-recognition disabilities.

Journal of Learning Disabilities, Vol. 23, No. 8, 506-514 (1990)
DOI: 10.1177/002221949002300809


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				U. Shafrir and M. Eagle Response to Failure, Strategic Flexibility, and Learning International Journal of Behavioral Development, December 1, 1995; 18(4): 677 - 700. [Abstract] [PDF]

				U. Shafrir and L. S. Siegel Subtypes of Learning Disabilities in Adolescents and Adults J Learn Disabil, February 1, 1994; 27(2): 123 - 124. [Abstract] [PDF]