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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
Dyslexia is a...
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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 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...
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...
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.
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Attention-Deficit/Hyperactivity Disorder01:30

Attention-Deficit/Hyperactivity Disorder

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Diagnostic Criteria and Symptoms
To diagnose ADHD, symptoms must manifest before age 12 and be evident across multiple settings.

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Advancing Dyslexia Assessment in Children Through Computerized Testing
09:00

Advancing Dyslexia Assessment in Children Through Computerized Testing

Published on: August 16, 2024

Developmental dyslexia.

Robin L Peterson1, Bruce F Pennington

  • 1Department of Psychology, University of Denver, Denver, CO 80208, USA. robin.peterson@du.edu

Lancet (London, England)
|April 20, 2012
PubMed
Summary
This summary is machine-generated.

Dyslexia, a neurodevelopmental disorder affecting word recognition, shows consistent cross-linguistic neurobiological similarities. Research highlights phonological processing, left-hemisphere network dysfunction, and genetic factors interacting with environment.

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Area of Science:

  • Neuroscience
  • Developmental Psychology
  • Genetics

Background:

  • Dyslexia is a common neurodevelopmental disorder impacting reading accuracy and fluency.
  • It presents across diverse cultures, suggesting universal underlying mechanisms.
  • Recent advancements have been made in understanding its behavioral, neuropsychological, and neurobiological aspects.

Purpose of the Study:

  • To synthesize recent findings on the neurobiological and neurocognitive bases of dyslexia.
  • To examine the interplay of phonological processing, cognitive risk factors, and genetic influences.
  • To differentiate causal factors from effects of dyslexia in neural differences.

Main Methods:

  • Review of behavioral, neuropsychological, and neurobiological research on dyslexia.
  • Analysis of studies investigating candidate genes and gene-environment interactions.
  • Examination of neuroimaging data in relation to reading experience.

Main Results:

  • The phonological theory remains a leading explanation, though other cognitive factors are involved.
  • Neurobiological evidence points to left-hemisphere language network dysfunction and altered white matter development.
  • Many observed neural differences are consequences, not causes, of dyslexia, especially when reading experience is considered.
  • Six candidate genes predisposing to dyslexia have been identified, with evidence for gene-environment interactions.

Conclusions:

  • Dyslexia has complex neurobiological underpinnings involving phonological processing and brain network function.
  • Genetic predispositions interact with environmental factors, including reading experience, to influence dyslexia development.
  • Further research is needed to fully elucidate the causal pathways and therapeutic targets for dyslexia.