What Shall We Do with Psychological Processes?

Abstract

The idea that learning disabilities are the result of deficiencies in one or more of the basic psychological processes required for learning is a core concept that needs to be maintained. However, problems in the application of traditional process-oriented approaches to diagnosis and treatment of learning disabilities suggest a need to alter the manner in which these basic processes are conceptualized and measured. Evidence from research in cognitive development indicates the need to change from child-centered process assessment to measurement of processes required for the performance of specific academic tasks in specific settings. This report suggests that such a change not only will encourage the search for the processing deficiencies underlying different kinds of learning disabilities but also will make the assessment of processes more relevant to education.