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ERIC Number: ED122245
Record Type: Non-Journal
Publication Date: 1975
Pages: 91
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
A Comparison of Piagetian Seriation Operations and Sequencing Skills in Learning Disabled and Normal Students.
Kaleta, Edward Joseph
The purpose of this study was to determine whether performance on Piagetian seriation tasks discriminated better than sequencing tasks between learning disabled and normal six-, seven-, and eight-year-old students. In addition, both techniques were examined with regard to prediction of academic achievement and differentiation between age levels and groups. One hundred and fifty normal and disabled students participated in testing of seriation operations, measured by requiring students to arrange objects along some dimension such as length or size. Sequencing skills were evaluated by the Sequential category of the Wechsler Intelligence Scale for Children--Revised Edition (WISC). Academic skills were measured by subtests of the Metropolitan Achievement Tests. The findings of this study indicated that seriation tasks better determined membership in normal or disabled groups for seven-year-olds. Generally, however, the sequential category was a better discriminator of both group membership and academic achievement. In addition, the maturational lag theory was supported as an explanation of learning disability, since disabled children exhibited lower seriation scores than normal students at each age level. (Author/KS)
University Microfilms, P.O. Box 1764, Ann Arbor, Michigan 48106 (Order No. 76-9861, MFilm $7.50, Xerography $15.00)
Publication Type: Dissertations/Theses
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A