Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Related Concept Videos

Learning Disabilities01:25

Learning Disabilities

Learning disabilities are cognitive disorders caused by neurological impairments that affect cognitive functions like language and reading, without indicating overall intellectual or developmental challenges. These disabilities differ from global intellectual or developmental disabilities as they are limited to distinct cognitive functions. Common learning disabilities include dysgraphia, dyslexia, and dyscalculia, each of which impacts unique aspects of learning.
Dyslexia
Dyslexia is a...
Language and Cognition01:27

Language and Cognition

Language serves as a bridge between ideas and communication, influencing how individuals perceive and interact with the world. Psychologists have long debated whether language shapes thought or vice versa. This discussion gained grip with Edward Sapir and Benjamin Lee Whorf in the 1940s, who proposed that language determines thought, a concept known as linguistic determinism. They suggested that the vocabulary and structure of a language influence how its speakers think and perceive reality.
Intellectual Disability01:29

Intellectual Disability

Intellectual disability (ID) is a neurodevelopmental condition characterized by deficits in intellectual and adaptive functioning that manifest during the developmental period. This condition encompasses challenges in reasoning, memory, problem-solving, and learning, accompanied by impairments in everyday life skills, such as communication, self-care, and social interactions. Intellectual disability affects approximately 1% of the population in the United States, impacting an estimated 5...
Oppositional Defiant Disorder01:30

Oppositional Defiant Disorder

A persistent pattern of angry or irritable mood, defiant behavior, or vindictiveness characterizes Oppositional Defiant Disorder (ODD). Symptoms must occur over at least six months, involve interactions with individuals beyond siblings, and meet specific diagnostic criteria to be clinically significant. The disorder affects emotional regulation, social interactions, and behavior, often manifesting early in life and influencing long-term development and functioning.
Diagnostic Criteria and...
Information Processing Approach01:30

Information Processing Approach

The information-processing theory of cognitive development centers on fundamental mental processes, including attention, memory, and problem-solving skills. Researchers in this field examine how cognitive abilities, such as working memory, evolve and influence children's overall development. Studies indicate that children with stronger working memory tend to excel in reading comprehension, math, and problem-solving compared to peers with less efficient memory skills. Low working memory is also...
Language Development01:22

Language Development

Children master language quickly and with relative ease, supported by both biological predisposition and reinforcement. B. F. Skinner (1957) proposed that language is learned through reinforcement, while Noam Chomsky (1965) argued that language acquisition mechanisms are biologically determined.
The critical period for language acquisition suggests that the ability to acquire language is at its peak early in life. As people age, this proficiency decreases. Language development begins very...

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by
Same author

The processing of number scales beyond whole numbers in development: Dissociations in arithmetic in Turner's syndrome.

Cognitive neuropsychology·2016
Same author

Semantic knowledge fractionations: verbal propositions vs. perceptual input? Evidence from a child with Klinefelter syndrome.

Neurocase·2012
Same author

Exceptional lexical skills but executive language deficits in school starters and young adults with Turners syndrome: implications for X chromosome effects on brain function.

Brain and language·2012
Same author

Dissociations in mathematical knowledge: case studies in Down's syndrome and Williams syndrome.

Cortex; a journal devoted to the study of the nervous system and behavior·2012
Same author

Developmental amnesia: Fractionation of developing memory systems.

Cognitive neuropsychology·2010
Same author

Atypical semantic knowledge and autobiographical memory disorder in a young adult with Downs syndrome.

Neurocase·2010

Related Experiment Video

Updated: Jul 18, 2026

Assessing Dyslexia at Six Year of Age
15:00

Assessing Dyslexia at Six Year of Age

Published on: May 1, 2020

Developmental and acquired dyslexias.

Christine M Temple1

  • 1Developmental Neuropsychology Unit, Department of Psychology, University of Essex, Wivenhoe, UK. tempc@essex.ac.uk

Cortex; a Journal Devoted to the Study of the Nervous System and Behavior
|November 30, 2006
PubMed
Summary

This study explores developmental dyslexia, examining phonological and surface subtypes and their links to conditions like Williams syndrome. It highlights how cognitive frameworks aid in understanding reading disorders.

Area of Science:

  • Cognitive Neuropsychology
  • Developmental Psychology
  • Linguistics

Background:

  • Developmental dyslexia presents in various forms, including phonological and surface subtypes.
  • Parallels exist between childhood developmental reading disorders and acquired reading disorders in adults.
  • Cognitive neuropsychological frameworks are crucial for investigating developmental cognitive abnormalities.

Purpose of the Study:

  • To review and synthesize current understanding of developmental reading disorders, including deep and surface dyslexia.
  • To explore the relationship between phonological difficulties and reading impairments.
  • To examine specific reading disorders in genetic conditions like Williams syndrome and Turner's syndrome.

Main Methods:

  • Review of existing literature on developmental dyslexia and related cognitive disorders.

More Related Videos

Advancing Dyslexia Assessment in Children Through Computerized Testing
09:00

Advancing Dyslexia Assessment in Children Through Computerized Testing

Published on: August 16, 2024

Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties
12:55

Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties

Published on: September 27, 2020

Related Experiment Videos

Last Updated: Jul 18, 2026

Assessing Dyslexia at Six Year of Age
15:00

Assessing Dyslexia at Six Year of Age

Published on: May 1, 2020

Advancing Dyslexia Assessment in Children Through Computerized Testing
09:00

Advancing Dyslexia Assessment in Children Through Computerized Testing

Published on: August 16, 2024

Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties
12:55

Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties

Published on: September 27, 2020

  • Analysis of case studies describing different subtypes of dyslexia.
  • Examination of theoretical models of reading and their limitations.

    • Main Results:

    • Developmental phonological dyslexia is a pervasive disorder, with ongoing debate about the link between reading and oral phonological tasks.
    • Developmental deep dyslexia, characterized by semantic errors, is observed in Williams syndrome.
    • Developmental surface dyslexia occurs without phonological impairment, challenging theories that phonological deficits underlie all dyslexia.
    • Selective reading disorders in number processing demonstrate domain-specific semantic errors.
    • Hyperlexia, with enhanced reading abilities, is seen in Turner's syndrome.

    Conclusions:

    • Specific reading disorders can be material-specific and dissociate from other cognitive abilities.
    • Current reading models may not fully account for material-specific dissociations.
    • The cognitive neuropsychological framework provides a foundation for studying developmental disorders.