A MODULAR CONCEPTION OF LEARNING DISABILITIES: AN INVESTIGATION OF COMPOSITIONAL AND PROTOTYPICAL CLASSIFICATION BEHAVIOR.
Item
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Title
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A MODULAR CONCEPTION OF LEARNING DISABILITIES: AN INVESTIGATION OF COMPOSITIONAL AND PROTOTYPICAL CLASSIFICATION BEHAVIOR.
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Identifier
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AAI8713775
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identifier
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8713775
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Creator
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LYNN, ANTOINETTE J.
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Contributor
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Jeffrey Rosen
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Date
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1987
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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, Clinical
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Abstract
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The viability of a modular thesis (e.g., Fodor, 1983) as applied to learning disabilities and their underlying cognitive structures was examined. The language processing and visuospatial processing systems were investigated as paradigmatic modular systems. Two theoretically distinct assumptions regarding representation of classification in semantic memory were utilized, one language- based, tree-like "compositional" organization, the other per- ceptually-based "prototypical" (e.g., Rosch, 1976) organization.;To observe whether some classification behavior varies as a consequence of dysfunctions within a module, dyslexics 8 to 12 years of age were observed whose disabilities were postulated as manifestations of dysfunctions within particular modules. The dys- lexics were divided into two groups based on Boder's methodology: dysphonetics whose disability is theoretically language based; dyseidetics whose disability is theoretically perceptually based.;Analysis of sorting strategies of the hierarchical or compositional task revealed an inferred hierarchical organization, demonstrating the composition of concepts underlying sorting choices. Measure- ment of item typicality within a category revealed structuring of basic level categories.;The evidence supported the claim that two distinct modular systems coexist, one represented by compositional concepts, the other by prototypes: (1) Compositional classification questions produced significantly different results for words and pictures, whereas typicality judgments did not, suggesting different modular systems mediate responses differently as a function of classification question asked; (2) The absence of picture/word differences for the typicality task suggests that it accesses the perceptual system underlying typicality judgments based on prototypes; (3) Dyspho- netics made significantly fewer choices based on compositional criteria than the other two groups, and did not evidence signifi- cant differences in response type as a function of stimulus form/ compositional question; however, their typicality judgments were not different from normals. Thus, impairment within the module accessed by a classification task resulted in divergent classification.;The findings did not suggest divergent classification on the typi- cality task for dyseidetics, suggesting that more sensitive measures.;of visuoperception should be employed in future studies to more accurately describe this group of dyslexics.;References.;Fodor, J. A. (1975). The language of thought. Cambridge, Massachusetts: Harvard University Press.;Rosch, E. (1975). Cognitive representations of semantic categories. Journal of Experimental Psychology, 104(3), 192-233.
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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
