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Chronic learning problems and maturation.

S Z Dudek, M Strobel, A D Thomas

    Perceptual and Motor Skills
    |April 1, 1987
    PubMed
    Summary
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    Children with lower academic achievement showed significant differences in perceptual-motor and cognitive tests. Low achievers also displayed immaturity and anxiety, suggesting a maturational lag may impede learning.

    Area of Science:

    • Child development
    • Educational psychology
    • Cognitive development

    Background:

    • Longitudinal studies are crucial for understanding developmental trajectories.
    • Academic achievement is influenced by a complex interplay of cognitive, perceptual-motor, and socio-emotional factors.

    Purpose of the Study:

    • To investigate differences in cognitive, perceptual-motor, and personality development between high and low academic achievers.
    • To explore the relationship between early academic performance and later developmental outcomes.

    Main Methods:

    • Longitudinal analysis of normal children categorized into lowest and highest quartiles on the California Achievement Test.
    • Assessment using perceptual-motor tests, Piaget's preoperational and precausal tests, and Cattell's Early School Personality Questionnaire.

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  • IQ and personality measures collected from Kindergarten through Grade 5.

    • Main Results:

    • Significant differences in perceptual-motor and cognitive tests were observed at Kindergarten level.
    • IQ differences emerged by Grade 1 and widened over five years.
    • Low achievers exhibited significantly lower maturity, higher tension, and anxiety from Grade 1 to Grade 5.

    Conclusions:

    • Early academic performance differences correlate with developmental trajectories in cognitive, perceptual-motor, and socio-emotional domains.
    • A maturational lag is hypothesized as a potential cause for learning difficulties in low-achieving children.