Reversal-Shift Behavior in Children with Specific Learning Disabilities

Abstract

The discrimination learning of 7- to 9-yr.-olds with specific learning disabilities was studied by using the reversal and intradimensional shift paradigms. Three groups of Ss included 20 normal controls, 20 having learning disability but receiving no drug treatment, and 10 having learning disability and receiving drug treatment. All groups given the intradimensional shift task performed significantly better than those given the reversal shift task, while the controls performed significantly better on both shift tasks than Ss with learning disabilities. The prediction of superior shift performance by the latter Ss who were receiving drug treatment, compared to that by the non-drug group, was not substantiated. Results were discussed in terms of support for the Zeaman and House attention model of discrimination learning and the effects of drug therapy on attention for children with specific learning disabilities.