In the follow up of our empirical research we have controlled 96 children aged 5-7 years supported by remedial training who showed early symptoms of specific learning difficulties. Our goal was to analyse age-specific changes in the structure of cognitive learning abilities. Our sample was divided into three groups of age. Our main method was the Sindelar cognitive learning ability training but some children were also supported by different kinds of therapies. The training process covered one academic year. We assessed the cognitive learning abilities twice, at the beginning of the therapeutical phase and at the end. We compared the data. Our results: 1. Under given conditions of development, changes in the cognitive learning abilities are partially dependent on age, since the extent of development proved to be greater in the oldest segment of our sample than in the younger ones, but only in specific fields. 2. In the group of younger children only the basic functions of the cognitive structure have shown significant development while in the oldest group also the complex functions did so. 3. The number and dimension of correlations of cognitive learning abilities increased by the end of the therapy session and the cognitive structure seemed more integrated and coordinated with growing number of positive interferences as the children grew older.
Financed by the National Centre for Research and Development under grant No. SP/I/1/77065/10 by the strategic scientific research and experimental development program:
SYNAT - “Interdisciplinary System for Interactive Scientific and Scientific-Technical Information”.