The differences between learning disabled (LD) and non-LD children's problem-solving protocols were analyzed during a picture arrangement task. Although the groups of 29 LD and 27 non-LD children were comparable in global mental processing and task performance, LD children had difficulty with representing problems and deleting irrelevant…

Children, below- and above-average intelligence, were administered tasks involving matching information between auditory/visual modalities and temporal/spatial presentations. The below-average group made more errors and matching problems were not particular to one modality. Factor analyses did suggest that matching processes varied with level of…