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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: Jun 19, 2026

Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties
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[Procedural learning disorder: neuropsychological characteristics].

N Crespo-Eguílaz1, J Narbona

  • 1Unidad de Neuropediatría, Departamentos de Pediatría y de Educación, Clínica Universitaria, Universidad de Navarra, Navarra, España. necrespo@unav.es

Revista De Neurologia
|October 10, 2009
PubMed
Summary
This summary is machine-generated.

Procedural learning disorder (PLD) involves difficulties in acquiring automatic motor, cognitive, and communication skills. This condition, distinct from autism, often co-occurs with inattentive ADHD and may stem from posterior parietal dysfunction.

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Measuring Statistical Learning Across Modalities and Domains in School-Aged Children Via an Online Platform and Neuroimaging Techniques

Published on: June 30, 2020

Area of Science:

  • Neuroscience
  • Developmental Psychology
  • Pediatrics

Background:

  • Procedural learning disorder (PLD), also known as motor coordination or non-verbal learning disorder, impacts skill acquisition.
  • Understanding the neurocognitive underpinnings of PLD is crucial for effective intervention.

Purpose of the Study:

  • To neurocognitively delineate the core features of procedural learning disorder (PLD).
  • To differentiate PLD from other neurodevelopmental conditions and identify associated factors.

Main Methods:

  • A cohort of 209 children (aged 6-12) with varying neurobehavioral profiles, including PLD and ADHD subtypes, were assessed.
  • Evaluations included IQ, attention, visuo-motor coordination, memory, language, and social/academic functioning.
  • Parametric analyses compared neurobehavioral variables across diagnostic groups.

Main Results:

  • PLD is characterized by difficulties in automatizing motor, cognitive, and communicative skills essential for school and social interactions.
  • PLD is distinct from autistic spectrum disorders and frequently associated with inattentive ADHD.
  • A bilateral posterior parietal dysfunction is proposed as a potential pathophysiological basis for PLD.

Conclusions:

  • Operational diagnostic criteria for PLD are proposed based on the findings.
  • Preserved general intelligence and formal language abilities are key indicators for designing interventions.
  • PLD necessitates targeted support for academic and social integration.