Hyperactivity and Learning Disorders: Review and Speculation.
Research on hyperactive children was reviewed in order to define and clarify relationships and interactions between hyperactivity and learning disorders. Despite agreement on maladaptive social and behavioral characteristics associated with hyperactivity, findings specifying the nature of educationa...
| Publicado en: | Exceptional Children Vol. 38; no. 2; pp. 101 - 110 |
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| Formato: | Artículo |
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Sage Publications Inc.
Oct1971
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=19623958&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 19623958 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 00144029 EXC jtl: Exceptional Children issn: 00144029 maglogo: Y pubinfo: dt: Oct1971 vid: 38 iid: 2 pid: 344 pub: Sage Publications Inc. artinfo: ui: 19623958 10.1177/001440297103800201 ppf: 101 ppct: 9 formats: tig: atl: Hyperactivity and Learning Disorders: Review and Speculation. aug: au: Keogh, Barbara K. affil: Associate Professor, Area of Special Education, University of California-Los Angeles su: Hyperactive children Learning disabilities Attention-deficit hyperactivity disorder Learning Hyperkinesia Children with attention-deficit hyperactivity disorder Children with disabilities Brain-damaged children Cognition disorders in children sug: subj: Hyperactive children Learning disabilities Attention-deficit hyperactivity disorder Learning Hyperkinesia Children with attention-deficit hyperactivity disorder Children with disabilities Brain-damaged children Cognition disorders in children ab: Research on hyperactive children was reviewed in order to define and clarify relationships and interactions between hyperactivity and learning disorders. Despite agreement on maladaptive social and behavioral characteristics associated with hyperactivity, findings specifying the nature of educational deficits are inconsistent and inconclusive. Three hypotheses are proposed to explain learning problems of hyperactive children. The first represents the medical-neurological syndrome explanation: the second suggests that activity disrupts attention and the information acquisition stages of learning; the third implicates impulsivity in decsion making. Although neither exhaustive nor mutually exclusive, the hypotheses differ in remedial and treatment implications. Evidence is reviewed under each hypothesis. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y dt: @attributes: year: 1971 holdings: @attributes: islocal: N |
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