The primary purpose of the present study is to evaluate the emotional experience of students with (n = 52) and without attention problems (n = 272) during an achievement task. A secondary purpose of the present study is to compare students' emotional response to various stimuli, when motivated by various achievement goals. Participants were…

A study examined the executive functioning of 55 elementary school children with and without problems in written expression. A model that reflects some of the executive function domains (initiate, sustain, set shifting and inhibition/stopping) which significantly separate good writers from poor writers was used, however, none of the executive…

A study investigated the relationship between working memory (WM), declarative strategy knowledge, and math achievement in 111 children with and without mathematical disabilities (MD). Results found verbal and visual-spatial WM, stable verbal strategy choices, and expert strategy choices related to visual-spatial processing all contributed…

This article reviews research on the influence of affect on thoughts, cognition, and behavior of students with learning disabilities and finds that induced positive affect leads to more accurate performance on math, greater learning of new vocabulary, and better performance on new learning tasks. (Author/DB)

Forty children (ages 7-11) referred for evaluation of learning problems, who had normal scores on measures of academic achievement, were compared to 81 similarly referred children who had scored low. Children with normal achievement scores had higher IQs and better decoding skills, however, the two groups showed similar neuropsychological…

This article presents an overview of two studies that examined the relationship between metacognition and mathematical problem solving in 165 third-graders. Principle components analysis on metacognition revealed that three metacognitive components (global metacognition, off-line metacognition, and attribution to effort) explained 66-67 percent of…

Sixty-one adolescents with learning disabilities received clear or unclear instructions from an adult before completing the Rorschach Arrangement Task and a test of abstract thinking. Adolescents receiving clear communication performed significantly better and used more efficient cognitive strategies than did adolescents in the unclear…

A study investigated the role of speed of processing, rapid naming, and phonological awareness in reading achievement of 279 third-graders. Poor readers were proportionally slower than good readers across response time measures and on the rapid object-naming task. Processing speed, IQ, and phonological awareness explained variance in reading…

This study examined the arithmetic calculation abilities of kindergarten and first-grade children (n=108) with different patterns of cognitive functioning: low language, low spatial ability, general delays, and nonimpaired. Nonverbal, story, and number fact problems were differentially sensitive to variation in cognitive ability. (Author/JDD)