Cognitive Characteristics Of Learning Disabilities Children Study On The Basis Of PASS Theory

The study is on the basis of PASS theory model and through the combination of DN:CAS with PRS to explore the internal cognitive characteristics of learning disabilities children. PASS theory was put forward by the Canadian psychologist Das, thought based on Luria about brain function of the nervous psychology. The theory divided people’s cognitive process into four kinds: attention, planning, simultaneous processing and successive processing, which was more applied in the cognitive domain. DN:CAS cognitive function assessment system was based on PASS theory which being applied more widely as a result of the evaluation system, especially in the field of special children’s cognitive function assessment. The PRS revised screening for learning disabilities have higher reliability and validity of scale. The research combine DN:CAS with PRS to investigate the internal cognitive function in children with learning disabilities’ characteristic, which is an innovation compared with the traditional intelligence scale test.Through the scale test, teachers’ feedback and students’ comprehensive interdisciplinary academic achievements information, the research out of a primary school of 128 learning disabilities children in Nanning Guangxi zhuang autonomous region. On the basis of related research is made to the internal characteristics of cognitive function, thus the following conclusions:First, different gender, grade, type of learning disability children have difference in the development of the cognitive function. The girl is slightly higher than the boy in cognitive function development. Grade two, grade five learning disability children is on the average condition in children’s cognitive development. Grade three and grade four, grade six learning disability children is below average condition in children cognitive development. Nonverbal type of learning disability children and comprehension learning disability children is in average in cognitive development.Second, learning disabilities children’s cognitive function are differences between gender on plans and attentions, on the other cognitive function shows no gender differences, but boys average score higher than girls. Different types of learning disabilities children are differences on plans and attentions. Grade three is significantly higher than five or six years in the plan and attention cognitive function score. Learning disabilities children from different grade are significant differences in digital matching, program coding, digital detection, the word series exist. Grade two on program codes existence significant differences with grade five and six, between grades fourth and six have significant difference on the match.Finally, the results have high correlation with cognitive function test. Regression analysis showed that DN:CAS full scale score has certain predictive power, explain the amount of 27.8%.