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The cognitive involvement of children with learning problems

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dc.contributor.advisor Wiechers, E.
dc.contributor.author De Villiers, Michael Peter
dc.date.accessioned 2015-01-23T04:24:36Z
dc.date.available 2015-01-23T04:24:36Z
dc.date.issued 1992-11
dc.identifier.citation De Villiers, Michael Peter (1992) The cognitive involvement of children with learning problems, University of South Africa, Pretoria, <http://hdl.handle.net/10500/17981> en
dc.identifier.uri http://hdl.handle.net/10500/17981
dc.description.abstract This research focuses on answering the question of whether a child with a learning problem, or more specifically, a learning disability, functions at a lower cognitive level than the non-learning disabled child. Performance on certain memory tasks and tasks that require the withholding of attention from distractors is measured and compared. In the literature study, an overview of the neurological, the cognitive and the ecological approaches to remediation is given. The concepts of attention deficits and memory problems are investigated, as well as the theories of cognitive development as propounded by Piaget and Santostefano. No significant difference in the cognitive functioning, as measured by the test used in this research, was found between these two groups of children. The implication of this is that where children experience learning problems, the explanation for this difficulty is possibly at an ecological level. More specifically, it may relate to a lack of stimulation during the pre-school years. en
dc.language.iso en
dc.subject.ddc 371.9 en
dc.subject.lcsh Cognition in children -- Research en
dc.subject.lcsh Educational psychology en
dc.subject.lcsh Special education en
dc.title The cognitive involvement of children with learning problems en
dc.type Dissertation
dc.description.department Psychology of Education
dc.description.degree M. Ed. (Guidance and Counselling)


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