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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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Purposive Learning01:22

Purposive Learning

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E. C. Tolman emphasized the purposiveness of behavior — the idea that much of our behavior is goal-directed. For instance, employees who aim for a promotion work diligently to meet their targets. Tolman argued that when classical conditioning and operant conditioning occur, the organism acquires certain expectations. In classical conditioning, a child might fear a dog because they expect it to bite. In operant conditioning, a person might consistently work overtime because they expect a...
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Health literacy is an individual's or a community's capacity to comprehend, receive, read, and use relevant healthcare information and services. The World Health Organization (WHO, 2018) defines health literacy as the cognitive and social skills that determine the ability of individuals to gain access to, understand, and use information in ways that promote and maintain good health. As a result, the WHO helps individuals manage long-term health concerns, participate in preventative...
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Cognitive Learning01:21

Cognitive Learning

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Cognitive learning is based on purposive behavior, incidental learning, and insight learning.
E. C. Tolman's theory of purposive behavior emphasizes that much behavior is goal-directed. He argued that to understand behavior, we must look at the entire sequence of actions leading to a goal. For instance, high school students study hard, not just due to past reinforcement but also to achieve the goal of getting into a good college.
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Higher Mental Functions of Brain: Learning and Memory01:26

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Memory is one of the most vital higher mental functions of the brain. Memory is closely related to learning because it enables us to retain information and experiences from our past to use them in our present life. It also helps us to remember facts, events, and skills, such as riding a bike or swimming. There are two types of memory — declarative memory, which involves memorizing facts or events, and procedural memory, which enables us to remember how to do something like writing or...
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Nursing Process for Patient and Caregiver Teaching I: Assessment and Diagnosis01:24

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The nursing process provides a clinical decision-making framework for patients and families to establish and implement a personalized care plan. Since part of the nurse's duties is to teach patients, the steps of the nursing process are the most effective way to approach instruction. The nursing process and the teaching-learning process are inextricably linked.
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Learning-Disabled DriversWhat Do They Need to Succeed?

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Summary
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Learning-disabled children often face challenges with driving skills due to late intervention. Early training and support systems are crucial for the success of learning-disabled drivers.

Keywords:
Automobile drivingDriver's examinationLearning disabilityLearning disorders

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Area of Science:

  • Pediatric developmental psychology
  • Traffic and transportation psychology

Background:

  • Driving skills are often a developmental milestone considered late for children with learning disabilities.
  • This delay can create significant challenges for individuals with developmental delays in acquiring this complex skill.

Purpose of the Study:

  • To explore the factors contributing to the successful acquisition of driving skills in learning-disabled individuals.
  • To highlight the importance of early intervention and tailored support for this population.

Main Methods:

  • A case study approach was employed, focusing on a single successful learning-disabled driver.
  • The study analyzed the individual's developmental history, training experiences, and support systems.

Main Results:

  • The case study indicated that early development of predriving skills is beneficial.
  • Specialized driver training programs tailored for learning-disabled individuals showed positive outcomes.
  • An integrated network of resources, including family and professional support, was vital.

Conclusions:

  • Addressing driving skills early in the development of learning-disabled children is recommended.
  • Specialized training and a comprehensive support network are key to enabling learning-disabled individuals to become successful drivers.