The Continuous Performance Test in Learning Disabled and Nondisabled Children

Abstract

The performance of 30 learning disabled (LD) children with specific memory disability was compared to 30 matched controls on a computerized test of attentional skills. The Continuous Performance Test (CPT) provided a measure of omission errors, commission errors, and average rate of responding to a color-letter combination target. The LD group showed more omission errors and a slower rate of responding, but did not differ from controls on commission errors. The results were interpreted from a signal detection perspective and suggested that the LD group showed inefficient allocation of processing resources rather than an attentional deficit. The importance of dividing LD children into homogeneous cognitive subgroups was stressed.

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