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Abstract
Basic assumptions related to research with learning disabled children are critically examined as they pertain to conceptual models of the relationship between cerebral lateralization and cognitive development. Based on this review, it seems that some assumptions regarding the relationship between cerebral lateralization and cognitive development among learning disabled children are without strong empirical support. Consequently, researchers in this area need to be particularly aware of underlying assumptions related to their research and may need to discuss their results from a more current perspective.
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Notes on contributors
George W. Hynd
Joyce Laing works in the Department of Child and Family Psychiatry, Playfield House, Cupar, Fife, and is a Consultant Art Therapist to Psychiatric Hospitals and Prisons and Chairwoman of the Scottish Society of Art and Psychology.