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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 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...
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...
The Nativist Approach01:21

The Nativist Approach

The nativist approach to infant cognitive development proposes that infants are born with inherent knowledge structures that allow them to interpret the world almost immediately. This perspective contrasts with earlier developmental theories, such as those proposed by Jean Piaget, which emphasized a more gradual acquisition of cognitive abilities through interaction with the environment. One key concept in this approach is object permanence — the understanding that objects continue to exist...
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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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A Tablet-Based Curriculum-Based Measurement Protocol for Kindergarten Writing
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Learning problems in kindergarten students with extremely preterm birth.

H Gerry Taylor1, Nancy Klein, Marcia G Anselmo

  • 1Department of Pediatrics, Case Western Reserve University, Rainbow Babies & Children's Hospital, University Hospitals Case Medical Center, Cleveland, OH 44106-6038, USA. hgt2@case.edu

Archives of Pediatrics & Adolescent Medicine
|September 7, 2011
PubMed
Summary

Children born extremely preterm often experience learning difficulties in kindergarten, linked to early risk factors. Early monitoring and interventions are crucial for these children.

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Area of Science:

  • Pediatric Medicine
  • Developmental Psychology
  • Educational Psychology

Background:

  • Extremely preterm birth (less than 28 weeks gestation or <1000g) poses risks for child development.
  • Learning problems in this population may not be apparent until school entry.

Purpose of the Study:

  • To evaluate learning challenges in kindergarteners born extremely preterm.
  • To identify risk factors associated with these learning problems.

Main Methods:

  • A cohort study comparing 148 extremely preterm children with 111 term-born controls.
  • Assessment included achievement testing and teacher ratings during kindergarten.

Main Results:

  • Extremely preterm children showed lower scores in spelling and applied mathematics.
  • Teacher reports indicated higher rates of substandard learning in written language and mathematics.
  • Risk factors like neonatal issues and socioeconomic status predicted learning problems.

Conclusions:

  • Learning difficulties are present in kindergarteners born extremely preterm.
  • Neonatal and early childhood factors significantly influence these learning outcomes.
  • Enhanced monitoring and early intervention are recommended for this vulnerable group.