Cognitive processes and academic achievement in EMR adolescents

Twelve cognitive process variables were investigated as predictors of reading and arithmetic achievement and studied for internal structure, with 115 EMR adolescent subjects. Stepwise regression and factor analyses were employed to study prediction and structure, respectively. Memory variables were...

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Bibliographic Details
Published inAmerican journal of mental deficiency Vol. 81; no. 2; p. 125
Main Authors Blackman, L S, Bilsky, L H, Mar, H
Format Journal Article
LanguageEnglish
Published United States 01.01.1976
Subjects
Achievement
Adolescent
Association
Cognition
Creativity
Education of Intellectually Disabled
Female
Humans
Imagination
Male
Mathematics
Memory
Paired-Associate Learning
Problem Solving
Psychological Tests
Reading
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Summary:Twelve cognitive process variables were investigated as predictors of reading and arithmetic achievement and studied for internal structure, with 115 EMR adolescent subjects. Stepwise regression and factor analyses were employed to study prediction and structure, respectively. Memory variables were the most important predictors of reading. They were also involved in arithmetic but to a lesser extent. The data suggested that the ability to generate and utilize strategies facilitating the recall of unstructured material as well as the capacity to be sensitive to strategy-relevant structure embedded in stimuli were important prerequisites for the acquisition of reading skills. An oddity task, measuring the ability to maintain the same relational focus for successive applications to new stimulus material, was found to be most pertinent for predicting arithmetic computational skills.
ISSN:0002-9351