Comparison of the independent and context dependent cognitive styles and social problem solving in students with and without specific learning disorder

This study aimed to compare the independent and context-dependent cognitive styles and social problem solving in students with and without specific learning disorder. The design is descriptive and causal-comparative. The population of this study consisted of all students with and without learning disorder referred to clinical and education centers in the Rezwanshahr city in the 2013-2014 years. Eighty people (40 with disorder and 40 without disorder) were selected by purposive sampling method. Data were collected with Latent Forms Test and Social Problem Solving Questionnaire and were analyzed with univariate analysis of variance (ANOVA). The results showed that the mean scores of cognitive style in normal students are higher than students with learning. Also, the unconstructive styles of social problem solving (helplessness, inhibition and avoidance) in students with disorder are higher than normal students and vice versa, the score means of constructive styles of social problem solving (creativity, trust and interest) in normal students are higher than students with disorder. These findings have implications for clinicians and the education of children to use social problem solving skills training and cognitive styles to control and treat symptoms and damaging consequences in students with specific learning disorder.