Campus Access Only
All rights reserved. This publication is intended for use solely by faculty, students, and staff of University of the Pacific. No part of this publication may be reproduced, distributed, or transmitted in any form or by any means, now known or later developed, including but not limited to photocopying, recording, or other electronic or mechanical methods, without the prior written permission of the author or the publisher.
Date of Award
Dissertation - Pacific Access Restricted
Doctor of Education (Ed.D.)
Mari G. Irvin
First Committee Member
Stephen E. Trotter
Second Committee Member
Third Committee Member
Fourth Committee Member
Frederic H. Busher
This study investigated the relative performance of learning disabled and control schoolchildren on reaction time measures. Both the mean reaction time (RT), movement time (MT), and intra-individual variability (intra-SD) and the correlation of these measures to IQ were compared to evaluate the potential value of chronometric measures for the assessment of learning disabilities. Thirty learning disabled students were selected from the Resource Specialist Programs of four participating elementary schools. Thirty control subjects were matched by age, sex, ethnicity, and cognitive ability. Subject's RT and MT were measured with the use of a Hick Apparatus. Reaction time measures were correlated with IQ scores from the Wechsler Intelligence Scale for Children-Revised (WISC-R). The mean RTs, MTs, and intra-SDs were not significantly different for the learning disabled and control children. The control group displayed a pattern of RT-IQ correlations that conformed to findings from research with other populations. While the relationship of RT and IQ for the learning disabled group did not significantly differ from that for the control group for this small sample, a trend toward a unique pattern of correlations was evidenced. The implications of this pattern and theoretical explanations for its origin are presented. The trends toward a modest differential RT performance for Hispanic subjects are also presented and discussed. Findings suggest that learning disabled children are not deficient in speed of information processing. A unique relationship between RT and IQ may, however, be characteristic of the learning disabled. The potential utility of RT measurement in the assessment of learning disabilities was supported.
Lukeroth, Clinton James. (1992). Reaction time as a correlate of intellectual ability for the learning-disabled. University of the Pacific, Dissertation - Pacific Access Restricted. https://scholarlycommons.pacific.edu/uop_etds/2935
To access this thesis/dissertation you must have a valid pacific.edu email address and log-in to Scholarly Commons.Find in PacificSearch Find in ProQuest
If you are the author and would like to grant permission to make your work openly accessible, please email