Cognitive deficits, learning disabilities, and WISC Verbal–Performance consistency.

Three experiments compared 52 10–11 yr olds with specific learning disabilities (LDs) with controls on several tests of information processing and memory. Results show that (a) LD children with a balanced WISC Verbal–Performance IQ showed some deficit in the semantic processing of auditory verbal material; this deficit was not shown by LDs having a Performance IQ at least 15 points higher than their Verbal IQ; (b) increasing rate of presentation in information processing tasks did not affect the LDs more than the controls; (c) although the LDs showed little or no deficit in auditory digit span, they showed large deficits in short-term memory (STM) tasks involving supraspan auditory messages. A possible causal relationship between the STM deficits and academic disabilities is discussed in terms of an inability of the STM maintenance system to deal with overload. (24 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)