Sampling Inner Experience in the Learning Disabled Population

UNLV Retrospective Theses & Dissertations 1-1-1992 Sampling inner experience in the learning disabled population Barbara Lynn Schamanek University of Nevada, Las Vegas Follow this and additional works at: https://digitalscholarship.unlv.edu/rtds Repository Citation Schamanek, Barbara Lynn, "Sampling inner experience in the learning disabled population" (1992). UNLV Retrospective Theses & Dissertations. 187. http://dx.doi.org/10.25669/sa8u-f0vh This Thesis is protected by copyright and/or related rights. It has been brought to you by Digital Scholarship@UNLV with permission from the rights-holder(s). You are free to use this Thesis in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s) directly, unless additional rights are indicated by a Creative Commons license in the record and/ or on the work itself. 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Ann Arbor, MI 48106 SAMPLING INNER EXPERIENCE IN THE LEARNING DISABLED POPULATION by Barbara L. Schamanek A thesis submitted in partial fulfillment of the requirements for the degree of Master of Arts in Psychology Department of Psychology University of Nevada, Las Vegas December, 1991 The thesis of Barbara L. Schamanek for Master of Arts in Psychology has been approved: .A Advisor, Russell T. Hurlburt, Ph.D, N.1 _V_V^I I .' a n ^ ^ v1' - — '1'V—\ Examining Committee Member, DiXane Turnbough, Ph.D r ‘ / CM-l'-X_________________ Examining Committee Member, Donald Diener, Ph.D. .fc L' Graduateraclufe Faculty:y rRepresentative, Lynn Ruegamer, Fd.D. Graduate Dean,Ronald W.Smith,Ph.D. University of Nevada Las Vegas November 1991 Abstract The inner experience of four learning disabled individuals and three undiagnosed individuals, ages 24 to 40 years, was investigated using the method of descriptive inner experience sampling (Hurlburt, 1990). This method requires that the subject "freeze" moments of inner experience when signaled by a randomly programmed beeping device, and write down the thoughts, feelings, images and/or other inner experiences occurring at that precise moment. Within 24 hours, the subject met with the experimenter and discussed in detail each sampled moment. The experimenter then prepared descriptions of each sampled moment, which were examined for salient charactistics which emerged from these descriptions. If was found that learning disabled individuals experience considerably less Inner Speech than most normal individuals, supporting the findings of other research that did not employ the thought sampling method. The learning disabled subjects also experienced Images, Feelings, and Unsymbolized Thinking more frequently than normal subjects. Three undiagnosed subjects were also examined in this manner. These subjects do not form a control group but are presented to add to the pool of subjects that have been sampled using this method. iii Table of Contents T i t l e ............................................................ i A p p r o v a l .................................................... ii A b s t r a c t ................................................... iii Table of Contents ...........................................iv Acknowledgments.. .......................................... vi I. Introduction 1 Chapter 1 Overview of Thought Sampling .............. 3 Chapter 2 The Physiological Model of Learning Disabilities ............................... 12 Chapter 3 The Information Processing Perspective of Learning Disabilities ................... 2 6 Chapter 4 The Behavioral Model of Learning Disabilities ............................... 38 Chapter 5 The Role of Subvocalization in Learning Disabilities ...................... 45 Chapter 6 Method ....................................... 56 Chapter 7 Interrater Reliability .................... 60 II. The Learning Disabled Subjects ........... 63 Chapter 8 Carl: A Dysgraphic University Senior . 64 Chapter 9 Mary: A Learning Disabled University Freshman .....................................88 Chapter 10 Dan: A Learning Disabled University Senior ......................................106 Chapter 11 Jay: A Learning Disabled College S t u d e n t ......................................123 iv Chapter 12 Discussion ............................... 141 III. The Undiagnosed Subjects ...................152 Chapter 13 Elsa: A First Semester Graduate S t u d e n t ......................................155 Chapter 14 Antonio: A University Student from Brazil ......................................172 Chapter 15 Ken: A Graduate Student ............... 182 Bibliography ............................................ 201 v Acknowledgements I gratefully acknowledge the advice and assistance of Dr. Russell T. Hurlburt throughout this project. With Dr. Hurlburt's invaluable guidance, I have developed a deep interest in the inner experience of individuals. I would also like to thank the other members of my committee, Dr. Diane Turnbough, Dr. Lynn Ruegamer, and Dr. Don Diener for their most helpful input. Special thanks to Jan Hurtubise, Director of the University of Nevada, Las Vegas, Reading Center and Clinic, without whose assistance and cooperation this project would never have been accomplished. I also would like to thank the subjects who so generously shared with me their innermost experiences, and who so freely gave of their time and patience for this undertaking. Thanks also to my family and friends for the continual assistance and support they gave me for the duration of the project. vi 1 Introduction One assumption in the field of learning disabilities is that the disabilities are caused by deficiencies in basic psychological processes not measurable by standard intelligence tests. Another assumption is that these cognitive limitations occur as the result of variations in the neurological substrata. These two basic assumptions have guided the field of learning disabilities from the earliest beginnings (Torgesen, 1986). Poplin (1988) proposed four models of learning disabilities: (1) the medical model of the 1950s; (2) the psychological process model of the 1960s; (3) the behavioral model of the 1970s; and (4) the cognitive/learning strategies model of the 1980s. None of these models, however, have examined the inner experiences of the learning disabled population. The present research involves the inner experiences of four learning disabled and three undiagnosed individuals. The inner experiences of the subjects were examined using the thought sampling procedure discussed in the chapter on method. The subsequent chapter demonstrates that the method can be considered reliable. The four learning disabled subjects were discussed fully in individual chapters. The findings were discussed in Chapter 12. The final three chapters cover the inner experiences of three undiagnosed subjects. The first section of this project begins with an overview of thought sampling, followed by three chapters exploring some of the literature covering each of the three basic models of learning disabilities. Since it is of value to this project, a chapter on the role of subvocalization in learning disabilities is included. Torgesen (1986) noted three main paradigms: (1) the Neuropsychological; (2) the Information Processing; and (3) the Applied Behavior Analysis models. Each of the paradigms makes a contribution to the study of learning disabilities. Poplin (1988) noted that although the models can be applied singularly in practice, it is rare that one theory prevails. For instance, Swanson and Cochran (1991) state that there has been a growing realization in recent

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