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Related Concept Videos

Learning Disabilities01:25

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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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The human nervous system handles vast amounts of information by translating sensory stimuli into neural impulses, which the brain processes, creating thoughts expressed through language or stored as memories. The brain also synthesizes information from emotions and memories, which significantly influence thoughts and behaviors. This intricate process creates a comprehensive mental picture.
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Improving learning with science and social studies text using computer-based concept maps for students with

Stephen Ciullo1, Terry S Falcomata2, Kathleen Pfannenstiel2

  • 1Texas State University, San Marcos, TX, USA ciullo@txstate.edu.

Behavior Modification
|October 11, 2014
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Summary

Computer-based concept maps significantly improved content knowledge for elementary students with learning disabilities (LD). This technology offers a promising tool for enhancing literacy and learning in science and social studies.

Keywords:
concept mappingexpository textlearning disabilities

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Area of Science:

  • Educational Technology
  • Special Education
  • Cognitive Science

Background:

  • Concept maps are established tools for improving literacy and content learning in secondary students with learning disabilities (LD).
  • Technological advancements necessitate exploring computer-based concept maps for elementary students with LD.
  • Limited research exists on the effectiveness of digital concept mapping for this demographic and age group.

Observation:

  • This study investigated the impact of interactive computer-based concept maps on content acquisition.
  • The research focused on Hispanic students with LD in Grades 4 and 5, using science and social studies texts.
  • A concurrent delayed multiple probe design was employed to assess learning outcomes.

Findings:

  • Students demonstrated improved content knowledge when using computer-based concept maps compared to traditional instruction.
  • The intervention condition showed positive learning gains relative to the baseline.
  • Results indicate the potential of digital concept mapping for students with LD.

Implications:

  • Computer-based concept maps show promise for improving educational outcomes for elementary students with learning disabilities.
  • Findings support the feasibility of integrating this technology into classroom settings.
  • Further research is recommended to refine implementation strategies and explore broader applications.