Abstract categorization ability as a predictor of learning disability classification

Marcia S. Scott, Daryl Greenfield, Esther Sterental

Research output: Contribution to journalArticle

8 Citations (Scopus)

Abstract

Based on a theoretical analysis of the type of cognitive processing that should be sensitive to population differences, this study evaluated the diagnostic validity of a task measuring abstract categorization ability in six-, seven-, and eight-year-old learning disabled (LD) and non-LD peers. This research is part of a project, the major goal of which is the development of a cognitive-based preschool screening test for the early detection of children who may subsequently fail in school. Diagnostic validity is being evaluated within the context of the research strategy we have adopted. Data are presented that demonstrate that the component of abstract category knowledge that best discriminates LD children from non-LD peers, is knowledge of how members of abstract categories differ from each other. This is consistent with a priori predictions from theory.

Original languageEnglish
Pages (from-to)377-387
Number of pages11
JournalIntelligence
Volume10
Issue number4
DOIs
StatePublished - Jan 1 1986

Fingerprint

Aptitude
Learning Disorders
Learning
Disabled Children
Vulnerable Populations
Research
Learning Disability
Predictors
Peers
Diagnostics
Cognitive Processing
Screening
Research Strategy
Prediction

ASJC Scopus subject areas

  • Experimental and Cognitive Psychology
  • Social Psychology

Cite this

Abstract categorization ability as a predictor of learning disability classification. / Scott, Marcia S.; Greenfield, Daryl; Sterental, Esther.

In: Intelligence, Vol. 10, No. 4, 01.01.1986, p. 377-387.

Research output: Contribution to journalArticle

Scott, Marcia S. ; Greenfield, Daryl ; Sterental, Esther. / Abstract categorization ability as a predictor of learning disability classification. In: Intelligence. 1986 ; Vol. 10, No. 4. pp. 377-387.
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