Concrete Operational Thought in Children With Learning Disabilities and Children With Normal Achievement

ABSTRACT

This study compared Piagetian cognitive development in normal achieving children and two groups of children with learning disabilities designated as either auditory–linguistic or visual–spatial on the basis of Verbal–Performance IQ differences on the Wechsler Intelligence Scale for Children–Revised (WISC-R; 1974). The two groups with learning disabilities were matched with normal achieving controls on intelligence, socioeconomic status, sex, race, and age. Piagetian tasks measuring conservation, seriation, and classification were administered to each child to determine level of operative thought. The auditory–linguistic group scored significantly below normal controls in operativity, and significantly fewer were at a concrete operational level on a conservation of length task than were normal achieving children. The visual–spatial group did not differ significantly from normal controls. These results suggest that auditory–linguistic disabilities may be more detrimental than visual–spatial disabilities to development of operativity.