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dc.contributorWichita State University. Department of Counseling, Educational and School Psychologyen_US
dc.contributor.author
dc.contributor.authorHersh, C. A.en_US
dc.contributor.authorStone, B. J.en_US
dc.contributor.authorFord, L.en_US
dc.date.accessioned2019-05-15T17:33:10Z
dc.date.available2019-05-15T17:33:10Z
dc.date.issued1996-02en_US
dc.identifier8707471en_US
dc.identifier0270707en_US
dc.identifier.citationThe International journal of neuroscience. 1996 Feb; 84(1-4): 103-13.en_US
dc.identifier.issn0020-7454en_US
dc.identifier.urihttp://hdl.handle.net/10057/4468
dc.identifier.urihttp://dx.doi.org/10.3109/00207459608987255en_US
dc.identifier.urihttp://hdl.handle.net/10057/16257
dc.descriptionClick on the DOI link below to access the article (may not be free).en_US
dc.description.abstractThis study investigated whether students with learning disabilities exhibited learned helpless behavior at a greater rate than their normal achieving peers when confronted with reading failure. Forty-five third grade students from a suburban elementary schools were participants in the study. Thirty of the subjects were classified as having a learning disability (LD) and the remaining 15 subjects were from regular education (RE) classrooms. Fifteen of the students with LD were placed in the treatment group and the remaining fifteen were placed in the control group. All the regular education students were placed in the treatment group. After randomly assigning the students with LD into either a treatment (stressed) group or a control (nonstressed) group, the stressed students were administered a reading instrument in order to measure how they dealt with failure. A one-way ANCOVA was conducted to determine whether significant differences existed between the groups based on their posttest scores. The results indicate that stressed students with LD have a significantly more difficult time recovering from stress than their regular education peers.en_US
dc.format.extent103-13en_US
dc.language.isoengen_US
dc.publisherInforma Healthcareen_US
dc.relation.ispartofseriesThe International Journal of Neuroscienceen_US
dc.relation.ispartofseriesInt. J. Neurosci.en_US
dc.sourceNLMen_US
dc.subjectClinical Trialen_US
dc.subjectRandomized Controlled Trialen_US
dc.subject.meshChilden_US
dc.subject.meshEducation, Specialen_US
dc.subject.meshFemaleen_US
dc.subject.meshHelplessness, Learneden_US
dc.subject.meshHumansen_US
dc.subject.meshLearning Disorders/psychologyen_US
dc.subject.meshMaleen_US
dc.subject.meshReadingen_US
dc.titleLearning disabilities and learned helplessness: a heuristic approachen_US
dc.typeArticleen_US
dc.coverage.spacialEnglanden_US
dc.description.versionpeer revieweden_US
dc.rights.holderCopyright © Informa Healthcareen_US


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