Social Information Processing in Students with and without Learning Disabilities.Reportar como inadecuado




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This paper examines differences between students with and without learning disabilities (LD) in processing social information within the context of a social information processing model. It proposes that language problems may not be the sole cause for poor social skills in students with learning disabilities and suggests that social remediation programs consider the possible underlying processing difficulties that may affect these students and their ability to process social information. The paper first explains the social information processing model. It concludes that this model assumes processes that occur at a rapid rate and largely at an unconscious level, with conscious processing taking place only in relatively novel situations with attention given only while such information is in short term memory. The paper then examines characteristics of students with learning disabilities and their characteristic difficulties with memory in information processing. The following section connects students with LD to social information processing by showing how memory processing difficulties affect these students' social perceptions. The final two sections discuss poor social relational behavior in students with and without LD and implications of this theory for social skills intervention. (Contains 21 references.) (DB)

Descriptors: Cognitive Processes, Elementary Secondary Education, Foreign Countries, Interpersonal Competence, Learning Disabilities, Memory, Models, Peer Relationship, Short Term Memory











Autor: McNamara, John K.

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=10748&id=ED436867







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