Psychological Theory and the Study of Learning Disabilities. Technical Report No. 360.

Autor/inn/en	Brown, Ann L.; Campione, Joseph C.
Institution	Illinois Univ., Urbana. Center for the Study of Reading.; Bolt, Beranek and Newman, Inc., Cambridge, MA.
Titel	Psychological Theory and the Study of Learning Disabilities. Technical Report No. 360.
Quelle	(1985), (45 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Cognitive Development; Cognitive Processes; Cognitive Style; Educational Assessment; Educational Change; Educational Diagnosis; Educational Research; Educational Trends; Elementary Secondary Education; Learning Disabilities; Learning Processes; Learning Theories; Research Needs + Suchen Sie Ihr Suchwort? Kognitive Entwicklung; Cognitive process; Kognitiver Prozess; Cognitive styles; Kognitiver Stil; Education; assessment; Bewertungssystem; Bildungsreform; Pedagogical diagnostics; Pädagogische Diagnostik; Bildungsforschung; Pädagogische Forschung; Bildungsentwicklung; Learning handicap; Lernbehinderung; Learning process; Lernprozess; Learning theory; Lerntheorie; Forschungsbedarf
Abstract	Psychological theories have long had a pronounced effect on the diagnosis and instruction of children with learning problems. Traditional theorists emphasized the centrality of global processes assumed to be common to most if not all cognitive tasks. These processes were quite distant from those involved in traditional academic activities, making it difficult to proceed from diagnosis to instruction. In contrast, contemporary theorists concentrate on identifying the specific knowledge and skills underlying performance in academically relevant fields such as reading, writing, mathematics, and science. This trend toward domain specificity has made the task of diagnosis and remediation of school problems more tractable, as the processes thus identified are those needed for successful performance. At the same time, alternative methods of diagnosis, such as dynamic assessment, have been developed to supplement more traditional approaches by assessing domain-specific processes in action, rather than inferring their operation from the products of prior learning. These advances make it easier to specify the processes that need to be the targets of instruction. Furthermore, current attempts to characterize optimal learning environments have fueled the development of a theory of instruction. (An 11-page bibliography is included.) (Author/HOD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC