The purpose of the study was to compare 96 normally achieving, learning disabled, emotionally disturbed, and mentally retarded students (ns = 24) on a measure of conceptualizing style. Students' performance on the Sigel Conceptual Styles Test was analyzed using multivariate analyses of variance on the three conceptual styles, descriptive-analytic, categorical, and relational. Significant differences were found between the groups on the vectors containing the proportions of the three styles.
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