HANDEDNESS SUBTYPES, COGNITIVE, ACHIEVEMENT AND PSYCHOPATHOLOGICAL MEASURES IN LEARNING DISABLED CHILDREN AND ADOLESCENTS (DYSLEXIA, CEREBRAL FUNCTIONAL DISTANCE THEORY, HYPERACTIVITY, SINISTRALITY, NEUROCOGNITION).
Item
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Title
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HANDEDNESS SUBTYPES, COGNITIVE, ACHIEVEMENT AND PSYCHOPATHOLOGICAL MEASURES IN LEARNING DISABLED CHILDREN AND ADOLESCENTS (DYSLEXIA, CEREBRAL FUNCTIONAL DISTANCE THEORY, HYPERACTIVITY, SINISTRALITY, NEUROCOGNITION).
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Identifier
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AAI8611325
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identifier
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8611325
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Creator
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BEMPORAD, BRENDA.
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Contributor
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Louis J. Gerstman
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Date
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1986
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Language
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English
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Publisher
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City University of New York.
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Subject
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Psychology, Psychobiology
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Abstract
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Achievement, cognitive and psychopathological measures were assessed in learning disabled children and adolescents with reference to age, sex, personal and familial handedness.;Age predicted the most variance and was negatively correlated with scale scored oral and silent reading, spelling, phonetic skills, math measures and Wechsler verbal factor scores. These findings suggest that learning disabilities have a cumulative negative effect. Younger students reported more symptomatology on self-rated measures of depression and self-esteem.;Females received higher scores than males on oral reading and spelling tests. Familial sinistrality (FS) did not differentiate performance on achievement measures.;Pure right or left handed were defined as those using their preferred hand to write, hammer, brush teeth and throw. Right or left mixed handed wrote with their right or left hand, but used their nonwriting hand for one or more of the other tasks. Collapsing the mixed handed into one group obscured differences on achievement, cognitive and psychopathological measures. The pure right handed and left mixed handed were the least impaired on achievement measures, and the right mixed and pure left handed were the most impaired. The probable over-representation of the right mixed (10.3%) and pure left handed (10.9%) in this sample, compared to the general population, in combination with their low performance within the sample, suggests that these groups may be at greater risk for academic failure and may be suspect of cerebral pathology.;The left mixed handed subjects and females rated themselves higher on self-rated measures of dysphoria. FS+ subjects were rated as more hyperactive/attentionally disordered by their parents than FS- subjects across sex. Subjects whose verbal factor scores were lower than their spatial factor scores were more hyperactive/attentionally disordered across sex.;The least academically impaired were the FS+ left mixed handed males and FS-, the right handed, and females; the most impaired were the right mixed and FS+ left handed. The pattern of the cognitive scores suggested that the effect of FS+ is to enhance the cognitive skills of the right handed and the left mixed handed, but to depress the skills of the pure left handed. FS+ females reported more depressive symptomatology. (Abstract shortened with permission of author.).
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Type
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dissertation
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Source
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PQT Legacy CUNY.xlsx
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degree
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Ph.D.
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Program
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Psychology
