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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
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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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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...
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According to George Herbert Mead, as children progress beyond the game stage, they develop a more comprehensive understanding of societal rules and norms. This cognitive and social development enables them to internalize the expectations of the broader community, refining their ability to regulate behavior.Consistent participation in organized activities is crucial in helping children recognize that their actions are not isolated but contribute to a more significant, interconnected group effort.
Self-Presentation: Self-Monitoring and Self-Handicapping02:05

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People can go to great lengths to protect their self-image and present themselves in ways that they want others to see them. Sociologist Erving Goffman presented the idea that a person is like an actor on a stage. Calling his theory dramaturgy, Goffman believed that we use “impression management” to present ourselves to others as we hope to be perceived. Each situation is a new scene, and individuals perform different roles depending on who is present (Goffman, 1959). Think about the way you...
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Updated: Jun 18, 2026

Assessing Dyslexia at Six Year of Age
15:00

Assessing Dyslexia at Six Year of Age

Published on: May 1, 2020

Internalizing correlates of dyslexia.

Daniele Mugnaini1, Stefano Lassi, Giampaolo La Malfa

  • 1Dyslexia Center of Meyer Children's Hospital and the Local Health Service of Florence, Florence, Italy. danielemugnaini@virgilio.it

World Journal of Pediatrics : WJP
|November 14, 2009
PubMed
Summary
This summary is machine-generated.

Dyslexia increases the risk of internalizing symptoms like anxiety and depression. Early identification and support are crucial for dyslexic students to mitigate psycho-social challenges.

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Published on: September 27, 2020

Area of Science:

  • Psychology
  • Education
  • Neuroscience

Background:

  • Socio-emotional discomfort is frequently linked to learning disorders.
  • A comprehensive review on internalizing symptoms in dyslexia is lacking.

Purpose of the Study:

  • To review the association between dyslexia and internalizing symptoms.
  • To identify factors influencing psycho-social outcomes in dyslexia.

Main Methods:

  • Systematic literature search of medical and psychological databases.
  • Included peer-reviewed studies on dyslexia, reading difficulties, and internalizing symptoms, anxiety, or depression.

Main Results:

  • Dyslexia is a significant risk factor for internalizing, anxious, and depressive symptoms.
  • Factors influencing outcomes include dyslexia severity, ADHD comorbidity, social support, and gender.
  • Internalizing symptoms are prevalent in individuals with dyslexia.

Conclusions:

  • Suitable policies are needed to identify and treat dyslexia as a cause of distress.
  • Clinical assessment of additional risk factors is essential for dyslexic students.
  • Addressing internalizing symptoms in dyslexia requires a multi-faceted approach.