An Information Processing Analysis of Learning Disabled Children’s Problem Solving

Abstract

This study determines whether learning disabled children’s mental processing during problem solving is qualitatively different from average- and gifted-achieving peers, and whether these processing differences are attributable to metacognitive knowledge. To this end, problem solution, “think-aloud” protocols during problem solving, and metacognitive responses from a questionnaire were analyzed. Although learning disabled children were comparable to the other ability groups in problem solution, their metacognitive and ‘‘think-aloud” responses were distinct. Intercorrelational patterns between “think-aloud, “ problem-solution, and metacognition measures reflect low interdependence (weak correlations) for learning disabled children, moderate interdependence for average-achieving children, and high interdependence for gifted children. The results support the notion that learning disabled children’s problem-solving performance reflects a weak integration of metacognitive skills with on-line processing and problem solution.