To assess the psycholinguistic and perceptual aspects of their differential performance, 12 normal and 12 learning disabled children in elementary school were tested on a visual-motor task, both with and without an added verbal component. No differences were found for motor performance in any condition, but significant differences were found for linguistic performance during the combined task. The power of linguistic performance during the combined task to serve as a means of diagnosis for learning disabilities was explained as an indication of delayed development of the ability to superimpose process upon process.
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