RELATIONS OF COGNITIVE FUNCTIONS ASSOCIATED WITH THE FRONTAL LOBES AND LEARNING-DISORDERS IN CHILDREN

Various cognitive processes associated with the frontal lobes and thei r influence upon learning and learning disorders in children were inve stigated. Subjects were 29 7- to 12-yr.-old boys and girls. Analysis o f variance suggested that, as a group, the learning-disabled children scored lower on tasks with a high demand for selective attention, abil ity to inhibit interference, sequential reasoning, and integration and organization of new information-cognitive functions commonly attribut ed to the frontal lobes. The relationship of these cognitive functions to acquisition of basic academic skills is discussed.