Presumed minimal brain dysfunction in children

Stevens, Douglas A.; Boydstun, James A.; Dykman, Roscoe A.; Peters, John E.; Sinton, David W.

doi:10.1037/e440272008-019

Cited by 2 publications

(3 citation statements)

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“…Data of the present study as to the RDs' performance on the WISC and B-G, the higher familial incidence of language problems, and mixed laterality are congruent with findings of other studies (Frostig, 1967;Owen, 1967, Stevens, et al, 1967Boydstun et al, 1968;Lyle and Goyen, 1969;Sparrow, 1969; Ackerman, Peters, and Dykman, 1971a, 1971b). A higher incidence of "soft" neurological signs among the RDs was not evident in the present study, whereas Ackerman et al (1971b) found more "soft signs" among children with learning disability than among their matched controls.…”

Section: Discussionsupporting

confidence: 93%

Developmental and Psychological Differences between Readers and Nonreaders

Hunter¹,

Johnson²

1971

J Learn Disabil

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This study compared 20 boys with reading disability aged 7-11 to 11A with 20 matched controls to examine how nonreaders differ from children who read at age-grade level or better. Significant differences were found between the groups with respect to historical, familial, developmental, and psychological factors. Controls had significantly higher WISC Verbal IQs; higher WISC Information, Vocabulary, Digit Span, Arithmetic, Similarities and Coding subtest scores; and lower mean BenderGestalt scores. The groups differed significantly on familial incidence of dyslexia, tested laterality, self-confidence, attentional factors, hyperactivity, birth order, age at crawling, and age at school entry. Significant correlations were found between tested attention and reading proficiency (r = -h.67) and between percent righthand dominance and reading proficiency (r = +.48).

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Section: Discussionsupporting

confidence: 93%

Developmental and Psychological Differences between Readers and Nonreaders

Hunter¹,

Johnson²

1971

J Learn Disabil

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show abstract

“…However, these differences have been explained in terms of encoding speed (Spring, Greenberg, Scott and Hopwood, 1973), CNS processing time (Dykman et al, 1970) or subtle CNS insults (Stevens et al, 1967). The "normalizing" effects of reinforcement on the performance of deviant children in the current study suggests that the RT differences observed in earlier studies may have been due to differences in motivation.…”

Section: Discussionmentioning

confidence: 86%

“…Since attention deficit interferes with successful performance on a variety of objective perceptual-motor tasks (Stevens, Boydstun, Dykman, Peters and Sinton, 1967;Morgenstern, 1972, 1973), we attempted to determine whether one such task-^the irregular reaction time (RT) procedure-would be useful in identifying specific performance patterns indicative of poor attending behavior. This procedure was considered particularly well suited for our purposes inasmuch as it requires some degree of sustained attention for optimal performance.…”

Section: Introductionmentioning

confidence: 99%