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Simultaneous and successive processes in achievement for learning disabled children.
D A Brooks1, R S Dean, J W Gray
1Neurophysiology Laboratory, Ball State University.
The International Journal of Neuroscience
|November 1, 1988
Summary
This study explored cognitive processing styles and academic achievement. While both simultaneous and successive processing related to achievement, successive processing showed a more consistent link, though overall cognitive dimensions explained little classroom achievement variance.
Area of Science:
- Cognitive Psychology
- Educational Psychology
- Psychometrics
Background:
- Understanding the cognitive underpinnings of academic achievement is crucial for effective educational interventions.
- The Wechsler Intelligence Scale for Children-Revised (WISC-R) assesses simultaneous and successive processing, key cognitive dimensions.
- The Wide Range Achievement Test (WRAT) measures fundamental academic skills.
Purpose of the Study:
- To investigate the relationship between simultaneous and successive cognitive processing dimensions and academic achievement.
- To determine the extent to which these cognitive dimensions predict performance on standardized achievement tests.
- To compare these relationships in a general student population, contrasting with prior research on specific populations.
Main Methods:
- Utilized multiple correlation analyses to examine the relationship between WISC-R processing dimensions and WRAT subtests.
- Employed canonical correlation to assess the combined relationship between simultaneous/successive processing and achievement.
- Analyzed the shared variance between cognitive processing and academic achievement measures.
Main Results:
- Each WRAT subtest demonstrated a significant relationship with both simultaneous and successive processing modes.
- Successive processing exhibited a more consistent contribution to achievement than simultaneous processing.
- Canonical correlation revealed a significant relationship (Rc = 0.45) between processing dimensions and achievement.
- Cognitive processing dimensions accounted for 8% of the variance, while achievement accounted for 44% of the variance.
Conclusions:
- Both simultaneous and successive cognitive processing are related to academic achievement, with successive processing showing stronger consistency.
- Cognitive processing dimensions, as measured by the WISC-R, accounted for a limited amount of variance in classroom achievement.
- These findings differ from previous research with specific populations, suggesting context-dependent relationships between cognitive processing and academic success.