Concept‐formation/non‐verbal reasoning abilities of children who exhibit specific academic problems with arithmetic

Abstract

The Category Test performances of two groups of children who performed at the same impaired level in mechanical arithmetic, but who exhibit quite different patterns of performance on academic and neuropsychological measures are compared. Significant differences between the two groups on the Category Test are interpreted in the light of the different patterns of neuropsychological abilities and deficits of these two groups. Some socio‐emotional and remedial ramifications of the pattern exhibited by the group with "specific"; arithmetic disability are discussed.