Abstract categorization ability as a predictor of learning disability classification

Marcia S. Scott; Daryl B. Greenfield; Esther Sterental

doi:10.1016/0160-2896(86)90005-X

Abstract categorization ability as a predictor of learning disability classification

Marcia S. Scott, Daryl B. Greenfield, Esther Sterental

Psychology

Research output: Contribution to journal › Article › peer-review

8 Scopus citations

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 language	English (US)
Pages (from-to)	377-387
Number of pages	11
Journal	Intelligence
Volume	10
Issue number	4
DOIs	https://doi.org/10.1016/0160-2896(86)90005-X
State	Published - 1986

ASJC Scopus subject areas

Experimental and Cognitive Psychology
Developmental and Educational Psychology
Arts and Humanities (miscellaneous)

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title = "Abstract categorization ability as a predictor of learning disability classification",

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.",

author = "Scott, {Marcia S.} and Greenfield, {Daryl B.} and Esther Sterental",

note = "Funding Information: In contrast, we have advocated an approach that would screen preschool The authors would like to express their thanks to the schools, teachers and students who participated in this study. This research was supported in part by the Mailman Foundation and FDLRS/MAILMAN, a specialized university center of the Florida Diagnotic and Learning Resources System, funded through a State General Revenue appropriation to provide multidisciplinary evaluation services in exceptional student education programs. Copyright: Copyright 2014 Elsevier B.V., All rights reserved.",

year = "1986",

doi = "10.1016/0160-2896(86)90005-X",

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pages = "377--387",

journal = "Intelligence",

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T1 - Abstract categorization ability as a predictor of learning disability classification

AU - Scott, Marcia S.

AU - Greenfield, Daryl B.

AU - Sterental, Esther

N1 - Funding Information: In contrast, we have advocated an approach that would screen preschool The authors would like to express their thanks to the schools, teachers and students who participated in this study. This research was supported in part by the Mailman Foundation and FDLRS/MAILMAN, a specialized university center of the Florida Diagnotic and Learning Resources System, funded through a State General Revenue appropriation to provide multidisciplinary evaluation services in exceptional student education programs. Copyright: Copyright 2014 Elsevier B.V., All rights reserved.

PY - 1986

Y1 - 1986

N2 - 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.

AB - 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.

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EP - 387

JO - Intelligence

JF - Intelligence

SN - 0160-2896

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Abstract categorization ability as a predictor of learning disability classification

Abstract

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