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Related Concept Videos

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.
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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.
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Related Experiment Video

Updated: Jul 16, 2026

Assessing Dyslexia at Six Year of Age
15:00

Assessing Dyslexia at Six Year of Age

Published on: May 1, 2020

Dyslexia at a behavioural and a cognitive level.

Turid Helland1

  • 1Department of Biological and Medical Psychology, University of Bergen, Norway. turid.helland@psysp.uib.no

Dyslexia (Chichester, England)
|March 3, 2007
PubMed
Summary

Dyslexia subgroups show distinct neurocognitive profiles, but these differences are only slightly reflected in reading and spelling skills. Comprehensive neurocognitive assessment is crucial for effective dyslexia intervention.

Area of Science:

  • Cognitive Psychology
  • Neuroscience
  • Developmental Psychology

Background:

  • Dyslexia is characterized by neurocognitive deficits impacting reading and writing.
  • The British Dyslexia Association (1998) defines dyslexia based on language comprehension and mathematics skills.
  • Understanding the relationship between neurocognitive profiles and reading/writing performance is essential for targeted interventions.

Purpose of the Study:

  • To investigate if distinct neurocognitive profiles in dyslexic children correlate with specific reading and writing patterns.
  • To examine the alignment between neurocognitive assets/deficits and behavioral outcomes in dyslexia.
  • To explore the implications of these findings for dyslexia intervention strategies.

Main Methods:

  • Subgrouping dyslexic children based on language comprehension and mathematics skills.

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

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Related Experiment Videos

Last Updated: Jul 16, 2026

Assessing Dyslexia at Six Year of Age
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Advancing Dyslexia Assessment in Children Through Computerized Testing

Published on: August 16, 2024

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12:55

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

Published on: September 27, 2020

  • Utilizing the Multi-Component Model of Working Memory to define neurocognitive profiles.
  • Assessing participants through single-word reading and spelling tasks.

    • Main Results:

    • Three distinct neurocognitive profiles emerged among the dyslexic subgroups.
    • Reading and spelling scores showed only minor variations across the subgroups.
    • Neurocognitive patterns were only partially reflected in behavioral outcomes, with subgroups falling into different developmental literacy phases (alphabetic vs. orthographic).

    Conclusions:

    • Neurocognitive profiles in dyslexia do not always strongly predict reading and writing performance.
    • Phonological testing alone may be insufficient for effective dyslexia intervention.
    • Comprehensive assessment of neurocognitive assets and deficits is vital for understanding and treating dyslexia.