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Related Experiment Videos

Piagetian cognitive functioning in students with learning disabilities.

N J Riley

    Journal of Learning Disabilities
    |August 1, 1989
    PubMed
    Summary
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    Students with learning disabilities showed lower cognitive abilities than their peers. However, reading and math skills positively correlated with cognitive ability, regardless of gender.

    Area of Science:

    • Educational Psychology
    • Developmental Psychology
    • Special Education

    Background:

    • Learning disabilities significantly impact academic performance and cognitive development.
    • Understanding the relationship between cognitive abilities and academic achievement is crucial for targeted interventions.

    Purpose of the Study:

    • To investigate cognitive abilities in fourth and fifth graders with learning disabilities using the Inventory of Piaget's Developmental Tasks (IPDT).
    • To compare cognitive abilities with reading and mathematics achievement measured by the Peabody Individual Achievement Test (PIAT).
    • To examine gender differences in cognitive abilities among students with learning disabilities.

    Main Methods:

    • A two-way analysis of covariance (ANCOVA) was employed to compare cognitive abilities between students with and without learning disabilities.

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  • Multiple regression analysis was used to determine the relationship between cognitive ability and academic achievement in reading and mathematics.
  • Participants included male and female fourth and fifth graders, with and without diagnosed learning disabilities.

    • Main Results:

    • A significant difference in cognitive ability was found between students with learning disabilities and their non-disabled peers.
    • No significant gender-based differences were observed in cognitive performance.
    • Reading and mathematics achievement demonstrated a significant positive correlation with cognitive ability.

    Conclusions:

    • Students with learning disabilities exhibit distinct cognitive profiles compared to their non-disabled counterparts.
    • Academic proficiency in reading and mathematics is closely linked to cognitive capabilities in this population.
    • Interventions should consider both cognitive development and academic skill-building for students with learning disabilities.