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Cognitive processes underlying WISC‐R performance of gifted and learning disabled navajos
Author(s) -
Mishra Shitala P.,
Lord Jan,
Sabers Darrell L.
Publication year - 1989
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/1520-6807(198901)26:1<31::aid-pits2310260105>3.0.co;2-j
Subject(s) - navajo , psychology , developmental psychology , cognition , wechsler intelligence scale for children , intelligence quotient , learning disabled , learning disability , linguistics , philosophy , neuroscience
The purpose of this study was to provide an empirical basis for the interpretation of the WISC‐R performance of Navajo children according to the Luria‐Das Model of Simultaneous and Successive cognitive processes. Two groups of Native American Navajo subjects, 45 learning disabled and 41 gifted, were given the WISC‐R. The scores on those subtests expected to involve Successive and Simultaneous processes were factor analyzed for each group and two factors were extracted. The factors, essentially similar for both samples, were interpreted to reflect the Successive and the Simultaneous modes of processing information as suggested by the Luria‐Das Model. The gifted and learning disabled children had disparate loadings for some of the subtests, suggesting that the two groups may be using distinct modes of coding information.