Learning Disabilities and Central Nervous System Involvement

Abstract

The relation of damage to the central nervous system to learning disabilities remains a continuing issue. This study explored how learning disabled children fare on the Visual Retention Test. Analysis of correct scores and errors for the 24 children responding to Administration A would ordinarily suggest a primary relationship (t = 2.60, p < .02; t = 4.01, p < .001, respectively). However, since extensive medical and case history material yielded no evidence of cerebral injury or disease and since the impact of short-term memory (Administration D) led to no further performance decrement (t < 1.00), additional research must determine a more precise understanding of perceptual dysfunction and the role of short-term memory in regard to learning disabilities.