ERIC Number: ED099716
Record Type: RIE
Publication Date: 1974
Reference Count: 0
Classroom Correlates of Neurological "Soft Signs".
Hartlage, Patricia L.; Hartlage, Lawrence C.
This study investigated the relationships between 19 neurological abnormalities in school children and measures of school performance in reading, math, and nonacademic classroom behaviors. The sample of 45 children was given a standardized achievement test and the Draw-a-Person instrument to obtain academic variables. Nonacademic behaviors included quantified teacher ratings on a five-point scale of 12 variables including attention span, following directions, working hard for approval, emotional control, peer popularity, and friendliness. Results from the correlations identified the neurological "soft signs" most consistently related to academic/intellectual measures; these included combined hand, foot, and eye dominance, and tongue dysdiadochokinesia. Measures least related to academic performance involved both hand and feet tapping speed and bilateral hand tremor. Causal effect analysis of the findings suggest that "Neurological impairment" does not represent any sort of entity with specific educational relevance, and raises the possibility that further study of the relationship between neurologic variables and their relevance for educational planning may be a direction worthy of additional exploration. (Author/PC)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Psychological Association (82nd, New Orleans, Louisiana, August 1974)