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Digit repetition in learning‐disabled children
Author(s) -
Black F. William
Publication year - 1983
Publication title -
journal of clinical psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.124
H-Index - 119
eISSN - 1097-4679
pISSN - 0021-9762
DOI - 10.1002/1097-4679(198303)39:2<263::aid-jclp2270390223>3.0.co;2-r
Subject(s) - numerical digit , psychology , repetition (rhetorical device) , gestalt psychology , neuropsychology , audiology , correlation , memory span , developmental psychology , dissociation (chemistry) , cognitive psychology , cognition , arithmetic , working memory , perception , mathematics , medicine , philosophy , linguistics , chemistry , geometry , neuroscience
Investigated digit repetition performance in learning‐disabled children in an effort to assess its clinical and theoretical significane. Clinically, learning disabled children were found to demonstrate a higher than expected incidence of large verbal‐performance discrepancies, although mean overall digit repetition performance did not differ appreciably form that expected on the basis of intelligence ( N = 100). Children with large discrepancies did not differ from those with no such discrepancies when compared no a variety of psychometric and neurobehavioral factors. Theoretically, a hemispheric specialization model and a neuropsychology function model have been proposed to underie performance on the two somewhat different digit repetition tasks (forward and backward repetition). Some support was found for the neuropsychological function model, with significant correlations obtained between digits forward and a measure of languge function and between digits backward and a test of visual constructional ability. Stronger evidence that could have been provided by double dissociation of correlational findings was limited by a smaller, but significant, correlation between digits forward and Bender Gestalt errors. However, the results are consistent with previous research in suggesting that digit repetition cna an avenue to the study of brain‐behavior relationships.