Related Experiment Video
Updated: May 19, 2026
06:35
Examining Recall Memory in Infancy and Early Childhood Using the Elicited Imitation Paradigm
Published on: April 28, 2016
Global, broad, or specific cognitive differences? Using a MIMIC model to examine differences in CHC abilities in
Christopher R Niileksela1, Matthew R Reynolds
11University of Kansas, Lawrence, KS, USA.
Journal of Learning Disabilities
|August 22, 2012
Summary
Children with learning disabilities show distinct cognitive profiles. Specific abilities like processing speed and comprehension-knowledge differ, even after accounting for general intelligence (g).
Area of Science:
- Cognitive Psychology
- Educational Psychology
- Neuroscience
Background:
- Learning disabilities (LD) impact academic achievement.
- Understanding cognitive profiles associated with LD is crucial for targeted interventions.
- The Cattell-Horn-Carroll (CHC) theory provides a framework for cognitive abilities.
Purpose of the Study:
- To investigate the relationship between learning disabilities (reading, math, reading and writing) and latent cognitive abilities.
- To examine differences in general intelligence (g), broad cognitive abilities, and specific CHC abilities between children with and without LD.
- To determine if cognitive differences persist after controlling for general intelligence.
Main Methods:
- Utilized data from the Differential Ability Scales-Second Edition (DAS-II).
- Employed a multiple-indicator multiple cause model to analyze latent mean differences.
- Compared cognitive abilities in children with LD (reading, math, reading and writing) against a norm group.
Main Results:
- Statistically significant differences in the general intelligence (g) factor were found between norm and LD groups.
- After controlling for g, LD reading and LD reading/writing groups showed lower latent processing speed.
- LD math group exhibited higher latent comprehension-knowledge, and specific deficits in spatial relations and numerical facility.
Conclusions:
- Learning disabilities are associated with specific latent cognitive ability profiles beyond general intelligence.
- Processing speed and comprehension-knowledge are differentially affected in various types of learning disabilities.
- These findings highlight the heterogeneity of cognitive deficits in learning disabilities, informing tailored educational strategies.
More Related Videos
Related Concept Videos
01:25Learning Disabilities
Learning disabilities are cognitive disorders caused by neurological impairments that affect cognitive functions like language and reading, without indicating overall intellectual or developmental challenges. These disabilities differ from global intellectual or developmental disabilities as they are limited to distinct cognitive functions. Common learning disabilities include dysgraphia, dyslexia, and dyscalculia, each of which impacts unique aspects of learning.
Dyslexia
Dyslexia is a...
Dyslexia
Dyslexia is a...
01:27Language and Cognition
Language serves as a bridge between ideas and communication, influencing how individuals perceive and interact with the world. Psychologists have long debated whether language shapes thought or vice versa. This discussion gained grip with Edward Sapir and Benjamin Lee Whorf in the 1940s, who proposed that language determines thought, a concept known as linguistic determinism. They suggested that the vocabulary and structure of a language influence how its speakers think and perceive reality.
01:21Cognitive Learning
Cognitive learning is based on purposive behavior, incidental learning, and insight learning.
E. C. Tolman's theory of purposive behavior emphasizes that much behavior is goal-directed. He argued that to understand behavior, we must look at the entire sequence of actions leading to a goal. For instance, high school students study hard, not just due to past reinforcement but also to achieve the goal of getting into a good college.
Tolman introduced the idea that behavior is influenced by...
E. C. Tolman's theory of purposive behavior emphasizes that much behavior is goal-directed. He argued that to understand behavior, we must look at the entire sequence of actions leading to a goal. For instance, high school students study hard, not just due to past reinforcement but also to achieve the goal of getting into a good college.
Tolman introduced the idea that behavior is influenced by...
01:17Cognitivism
Cognitive psychology emerged as a significant field in the mid-20th century. It focused on understanding humans' internal mental processes. This approach emphasizes how people perceive, remember, think, and solve problems—elements critical to human cognition.
Previously dominated by behaviorism, which prioritized observable behaviors and largely ignored mental processes, psychology transformed in the 1950s. Cognitive psychologists argue that understanding how we think and process information is...
Previously dominated by behaviorism, which prioritized observable behaviors and largely ignored mental processes, psychology transformed in the 1950s. Cognitive psychologists argue that understanding how we think and process information is...
01:13Nonconscious Mimicry
Nonconscious mimicry occurs when individuals alter their mannerisms to match the behaviors and expressions of those nearby, without intention.
01:25Piaget's Theory of Cognitive Development from Childhood into Adulthood
Jean Piaget's theory of cognitive development emphasizes the role of thinking in a child's learning process, suggesting that children are naturally curious about their environment. His approach to development is discontinuous, proposing that cognitive abilities progress through distinct stages, each with unique characteristics. Central to Piaget's theory is schemata—mental structures that allow individuals to understand and interpret the world.
Schemata: Building Blocks of Knowledge
Schemata...
Schemata: Building Blocks of Knowledge
Schemata...