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Cognitive Styles and Learning Disabilities.
Peer reviewed Peer reviewed
Blackman, Sheldon; Goldstein, Kenneth M. – Journal of Learning Disabilities, 1982
Research is reviewed relating the cognitive style dimensions of field dependence and reflection impulsivity to underachievement, process deficits (minimal brain dysfunction), and hyperactivity. In general, field independence and a reflective cognitive style were associated with better performance. (Author)
Descriptors: Cognitive Style, Hyperactivity, Minimal Brain Dysfunction, Underachievement
Cerebral Stimulants for Children with Learning Disorders?
Peer reviewed Peer reviewed
Comly, Hunter H. – Journal of Learning Disabilities, 1971
Descriptors: Behavior Patterns, Drug Therapy, Exceptional Child Research, Hyperactivity
Use of CNS Stimulant Medication in Averaged Electroencephalic Audiometry with Children with MBD
Peer reviewed Peer reviewed
Weber, Bruce A.; Sulzbacher, Stephen I. – Journal of Learning Disabilities, 1975
Averaged electroencephalic audiometry (AEA) was conducted to evaluate the hearing of 12 children (mean age 8 years 6 months) diagnosed as having minimal brain dysfunction (MBD). (Author)
Descriptors: Auditory Tests, Children, Drug Therapy, Exceptional Child Research
The Factor Composition of the WISC for Hyperkinetic/MBD Males.
Peer reviewed Peer reviewed
Milich, Richard S.; Loney, Jan – Journal of Learning Disabilities, 1979
The study explored the intellectual functioning of 90 hyperkinetic, minimally brain damaged boys (mean age 12 years) via an analysis of student test performance in relation to the factor composition of the Wechsler Intelligence Scale for Children (WISC). (SBH)
Descriptors: Attention, Elementary Education, Exceptional Child Research, Factor Analysis
Pemoline (Cylert) in the Treatment of Childhood Hyperkinesis
Peer reviewed Peer reviewed
Page, John G.; And Others – Journal of Learning Disabilities, 1974
A controlled, double-blind study used the drug pemoline or a placebo in the management of hyperkinetic behavior with 413 children between 6 and 12 years of age diagnosed as having minimal brain dysfunction. (Author/DB)
Descriptors: Children, Drug Therapy, Evaluation, Exceptional Child Research
Research Needs in Learning Disabilities: A Neurologist's Point of View
Peer reviewed Peer reviewed
Denckla, Martha Bridge – Journal of Learning Disabilities, 1973
Descriptors: Classification, Exceptional Child Education, Hyperactivity, Language Handicaps
Differential Effect of Amphetamine Optical Isomers on Bender Gestalt Performance of the Minimally Brain Dysfunctioned
Peer reviewed Peer reviewed
Arnold, L. Eugene; And Others – Journal of Learning Disabilities, 1978
The differential effect of amphetamine optical isomers on Bender Gestalt performance was examined in 31 hyperkinetic minimally brain dysfunctioned children between the ages of 4 and 12 years, using a double-blind Latin-square crossover comparison. (Author)
Descriptors: Behavior, Children, Drug Therapy, Exceptional Child Research
Academic Achievement and Attention-Deficit/Hyperactivity Disorder in Children with Left- or Right-Hemisphere Dysfunction.
Peer reviewed Peer reviewed
Branch, Walter B.; And Others – Journal of Learning Disabilities, 1995
Twenty children with left or right hemisphere dysfunction and 10 controls were administered a comprehensive neuropsychological evaluation. Results provide limited support for the hypothesis that the right hemisphere subserves attention and concentration but not for the hypothesis that right-hemisphere deficits are more frequently associated with…
Descriptors: Academic Achievement, Arithmetic, Attention, Attention Deficit Disorders