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Imagery Deficits in Nonverbal Learning Disabilities

Padova University, Italy, cornoldi{at}psico.unipd.it

Fiorenza Rigoni

Department of General Psychology at Padova University

Patrizio Emmanuele Tressoldi

Faculty of Psychology of Padova University

Claudio Vio

Developmental Neuropsychiatric Service in S. Dond del Piave (VE), Italy

This study reports the observations gathered from 11 children referred to consulting services because of learning difficulties at school and diagnosed with nonverbal learning disabilities (NVLD). These children had an average verbal IQ, but a WISC-R performance IQ lower than the verbal IQ by at least 15 points and experienced difficulties especially in mathematics and drawing. The children completed a battery of four tasks requiring visuospatial working memory and visual imagery: a memory task composed of pictures and their positions (Pictures task), a task that required them to memorize the positions filled in a matrix (Passive Matrix task), a task that required them to imagine a pathway along a matrix (Active Matrix task) and a task that required them to learn groups made up of three words, using a visual interactive imagery strategy (TV task). In comparison to a control group of 49 children, children with NVLD scored lower in all the tasks, showing deficits in the use of visuospatial working memory and visual imagery. By contrasting subgroups of children of different ages in the control group, it was possible to show that some tasks did not show a clear developmental trend. Thus the deficits shown by the children with NVLD cannot simply be attributed to a developmental delay of these children, but seem to reflect a more severe disability.

Journal of Learning Disabilities, Vol. 32, No. 1, 48-57 (1999)
DOI: 10.1177/002221949903200105


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