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Related Concept Videos

Learning Disabilities01:25

Learning Disabilities

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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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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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Cognitive enhancers, also known as "smart drugs," are substances used to enhance memory, mental alertness, and concentration. These can be natural or synthetic and improve cognition in conditions like Alzheimer's disease (AD) and other neurodegenerative diseases. Some common examples include caffeine, amphetamines, methylphenidate, modafinil, arecoline, donepezil, vortioxetine, and piracetam. These enhancers work on the principle of synaptic plasticity and altered circuit function.
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Neuroplasticity01:01

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Long-term Potentiation01:35

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Long-term potentiation, or LTP, is one of the ways by which synaptic plasticity—changes in the strength of chemical synapses—can occur in the brain. LTP is the process of synaptic strengthening that occurs over time between pre- and postsynaptic neuronal connections. The synaptic strengthening of LTP works in opposition to the synaptic weakening of long-term depression (LTD) and together are the main mechanisms that underlie learning and memory.
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Long-term potentiation, or LTP, is one of the ways by which synaptic plasticity—changes in the strength of chemical synapses—can occur in the brain. LTP is the process of synaptic strengthening that occurs over time between pre and postsynaptic neuronal connections. The synaptic strengthening of LTP works in opposition to the synaptic weakening of long-term depression (LTD) and together are the main mechanisms that underlie learning and memory.
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A brief review of studies of piracetam in dyslexia.

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The Rivermead Behavioural Memory Test: remembering a short route.

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Piracetam and dyslexia: effects on reading tests.

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Related Experiment Video

Updated: May 5, 2026

Author Spotlight: Validation of SICOLE-R for Assessing Cognitive and Reading Skills in Spanish-Speaking Children and Its Role in Personalized Education
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The nootropic concept and dyslexia.

C R Wilsher1

  • 1Rutgers Medical School, Piscataway, New Jersey.

Annals of Dyslexia
|November 19, 2013
PubMed
Summary

Intensive teaching interventions show limited success for dyslexia. However, Piracetam, a nootropic, demonstrates potential in improving reading abilities and cognitive functions in dyslexic children with minimal side effects.

Area of Science:

  • Neuroscience
  • Developmental Psychology
  • Pharmacology

Background:

  • Controlled studies on intensive teaching interventions for dyslexia yielded limited positive results, with only one study demonstrating superiority.
  • Nootropics, a class of drugs, have emerged as a potential area of interest for cognitive enhancement.
  • Piracetam, the first nootropic, has been investigated for its effects on memory and learning.

Purpose of the Study:

  • To review controlled studies on intensive teaching interventions for dyslexia.
  • To examine the existing research on Piracetam, a nootropic agent.
  • To assess the efficacy of Piracetam in improving reading abilities in dyslexic children.

Main Methods:

  • Review of eight controlled studies on intensive teaching interventions.

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  • Analysis of animal and clinical research on Piracetam.
  • Examination of double-blind studies investigating Piracetam's effects on dyslexic children's reading ability.
  • Consideration of electrophysiological studies.

    • Main Results:

    • Only one of eight controlled studies showed intensive teaching to be superior for improving dyslexic reading ability.
    • Piracetam appears to lack significant or serious side effects.
    • Clinical and animal studies suggest Piracetam promotes memory and learning.
    • Multiple double-blind studies indicate Piracetam improves reading ability in dyslexic children.
    • Electrophysiological studies suggest Piracetam may be active in the left hemisphere.

    Conclusions:

    • Intensive teaching interventions have shown limited success in improving reading ability in dyslexics.
    • Piracetam shows promise as a safe and effective treatment for improving reading ability in dyslexic children.
    • Further research into Piracetam's cognitive-enhancing effects and its potential hemispheric activity is warranted.