The Tower of London (TOL) has been used to assess executive functions in both children and adults with documented brain dysfunction. Like many other measures of executive function, it has not been widely used in the assessment of learning disabilities in children. However, if performance on the TOL discriminated among groups of children with different academic strengths and weaknesses, then it may be useful in identifying learning disability subtypes. The purpose of this study was to determine whether performance on the TOL would differ among 3 groups of children: those with arithmetic difficulties, those with reading difficulties, and those with no academic difficulties. The group with arithmetic difficulties exhibited significantly greater impairment on the TOL than either the group with reading difficulties or the group with no difficulties. The latter 2 groups performed similarly. The clinical utility of the TOL, as well as the relation between arithmetic deficits and executive functions, are discussed.
What factors accounted for variations in architectural traditions in the French colonial settlements of the New World? This paper tests several of the propositions of culture theory against what is known of the process of tradition-formation in the French vernacular architecture of the Illinois Country, Lower Louisiana, and theCaribbean colony of Saint Domingue. It explores the extent to which generalized cultural processes such as preadaptation, founder's effect, and cultural syncretism account for changes in the forms of typical settler's houses.
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