ANALYTIC-SYNTHETIC, SEQUENTIAL-SIMULTANEOUS, VERBAL-FIGURAL, LEVEL I - LEVEL II AND VISUAL-AUDITORY COGNITIVE PROCESSING MODELS FOR LEARNINGDISABLED AND SUCCESSFUL READERS

The more recent models in the field of psychology have attempted to describe cognitive processes and their organization in terms of two-processes. This dissertation compared five of those models and attempted to confirm which model was the best fit for a sample of learning disabled and successful readers.;The first of these models distinguishes between analytic and synthetic processes. Analytic processes discriminate, while synthetic processes combine elements. The second model distinguishes between sequential processes which consider bits of information one after another and simultaneous processes which consider multiple pieces of information at one time. The third model is the traditional distinction between verbal information and non-verbal or figural information. The next approach to cognition distinguishes between simplistic and complex processing of information or level I and level II. The final model distinguishes the processing of information by the modality in which it is received, either visual or auditory.;In order to evaluate these five models, twenty-two tests were selected which had been used in previous research to develop one of the models and which could be interpreted in multiple ways and conceptually assigned to more than one solution. Prior to the collection of any data, five preliminary interpretations and their respective factor structures were identified. The five solutions were then submitted to a confirmatory factor analysis procedure (LISREL) to determine which solution best fit the data.;The results of this dissertation did not confirm any of the preliminary hypotheses at a satisfactory level. Subsequent exploratory factor-analysis identified a four-factor solution after oblique rotation. These four factors were defined as processes of analysis, synthesis, memory and creative production. There is a discussion of the similarity between this solution and a Simultaneous-Sequential-Speed processing model.;Differences between the successful readers and the learning disabled sample were discussed as processing differences, but a broader handicap was noted in the learning disabled sample which was likened to a mild form of retardation. Educational implications and suggestions for future research were listed.