Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Related Experiment Videos

Learning disabilities, distinctive encoding, and hemispheric resources.

H L Swanson1, K F Cochran

  • 1University of British Columbia, Vancouver, Canada.

Brain and Language
|February 1, 1991
PubMed
Summary
This summary is machine-generated.

Related Concept Videos

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by
Same author

Reading research for students with LD: a meta-analysis of intervention outcomes.

Journal of learning disabilities·2004
Same author

A meta-analysis of single-subject-design intervention research for students with LD.

Journal of learning disabilities·2004
Same author

A comparison of two reading interventions for children with reading disabilities.

Journal of learning disabilities·2004
Same author

Treatment outcomes for students with learning disabilities: how important are internal and external validity?

Journal of learning disabilities·2004
Same author

Are mathematics disabilities due to a domain-general or a domain-specific working memory deficit?

Journal of learning disabilities·2004
Same author

A subgroup analysis of working memory in children with reading disabilities: domain-general or domain-specific deficiency?

Journal of learning disabilities·2004
Same journal

Evaluative processing of emotional and moral content during discourse comprehension: Insights from event-related brain potentials.

Brain and language·2026
Same journal

Reading-selective areas in the cerebellum in adult readers.

Brain and language·2026
Same journal

Effects of semantic distance and metaphorical constituent position on L2 noun-noun metaphor processing: an ERP study.

Brain and language·2026
Same journal

Cortical tracking of natural speech by children with developmental language disorder (DLD): An EEG speech decoding investigation.

Brain and language·2026
Same journal

Inhibitory states modulate the processing of negated concepts in existential sentences. Evidence from ERPs.

Brain and language·2026
Same journal

The interplay between attentional control and language task schemas: Progressive adaptation of attentional control in interpreting.

Brain and language·2026
See all related articles

Learning disabled children exhibit distinct encoding deficits, particularly in resource monitoring strategies during interhemispheric processing. These differences impact their ability to selectively attend to and recall information effectively.

Area of Science:

  • Cognitive Psychology
  • Neuroscience
  • Developmental Psychology

Background:

  • Learning ability differences are often linked to distinct encoding of information.
  • Attentional capacity and resource monitoring strategies are key mechanisms influencing these differences.

Purpose of the Study:

  • To investigate the sources of learning ability differences in encoding item-specific and relational information.
  • To examine the roles of attentional capacity and resource monitoring in these differences.

Main Methods:

  • Experiment 1: Compared word recall in learning disabled and nondisabled children using dichotic listening tasks with varying orienting instructions.
  • Experiment 2: Assessed cued recall and interhemispheric processing patterns in both groups.

Related Experiment Videos

Main Results:

  • Learning disabled children demonstrated lower recall and less focused attention to word features.
  • Deficiencies in resource monitoring strategies were identified as a key factor in distinctive encoding.
  • Comparable recall patterns were observed between groups, except when phonemic features were targeted.

Conclusions:

  • The study identifies resource monitoring strategies during interhemispheric processing as the locus of distinctive encoding deficiencies in learning disabled children.
  • Findings highlight the importance of selective attention and information processing in learning disabilities.