Search research articles

ABOUT JoVE

Overview Leadership Blog JoVE Help Center

AUTHORS

Publishing Process Editorial Board Scope & Policies Peer Review FAQ Submit

LIBRARIANS

Testimonials Subscriptions Access Resources Library Advisory Board FAQ

RESEARCH

JoVE Journal Methods Collections JoVE Encyclopedia of Experiments Archive

EDUCATION

JoVE Core JoVE Business JoVE Science Education JoVE Lab Manual Faculty Resource Center Faculty Site

Terms & Conditions of Use

Related Concept Videos

Learning Disabilities

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...

Language and Cognition

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.

Information Processing Approach

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...

Higher Mental Functions of the Brain: Language

Higher Mental Functions of the Brain: Language

Language is a system of communication that allows the expression of thoughts, ideas, and feelings. The brain processes language in both hemispheres.
Language formation and comprehension take place in the dominant hemisphere. The dominant hemisphere is responsible for understanding the meaning of spoken, written, or sign language, as well as the ability to communicate. For most people, the left hemisphere is the dominant one. The right hemisphere, then, gives tone and emotional context to the...

Attention-Deficit/Hyperactivity Disorder

Attention-Deficit/Hyperactivity Disorder

Attention-deficit/hyperactivity disorder (ADHD) is a neurodevelopmental disorder characterized by persistent inattention, hyperactivity, and impulsivity. It affects approximately 5-8% of children globally, with around 60-70% of cases persisting into adulthood. ADHD has significant implications for educational attainment, social interactions, and occupational success.
Diagnostic Criteria and Symptoms
To diagnose ADHD, symptoms must manifest before age 12 and be evident across multiple settings....

Neuroplasticity

Neuroplasticity

Neuroplasticity reflects the brain's remarkable capacity to adapt and evolve, responding dynamically to learning, experiences, or injury by reorganizing its neural circuitry. This reorganization involves creating new neural connections and refining old ones through a series of biological processes that contribute to the brain's lifelong development and adaptability.

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by

Same author

Longitudinal and Bidirectional Relationships Between Reading Ability, Internalising Symptoms, and Academic Self-Concept in Adolescence: Evidence from the Longitudinal Study of Australian Children.

Child psychiatry and human development·2026

Same author

Validation of the Fitbit Charge 5 for the Detection of Heart Rate and Electrodermal Activity.

Psychophysiology·2025

Same author

The Validity and Reliability of the Reading Anxiety Test (RAT) for Children and Adolescents.

Assessment·2025

Same author

A Longitudinal Study of Reading and Mental Health Development in Children With Reported Ear and Hearing Difficulties.

Journal of speech, language, and hearing research : JSLHR·2025

Same author

Physiological correlates of anxiety in childhood and adolescence: A systematic review and meta-analysis.

Stress and health : journal of the International Society for the Investigation of Stress·2024

Same author

Dyslexia and mental health problems: introduction to the special issue.

Annals of dyslexia·2024

Search research articles

Related Experiment Video

Updated: Apr 5, 2026

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

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

Published on: August 16, 2024

Dyslexia (neuropsychological).

Anne Castles¹, Gregor M T McLean¹, Genevieve McArthur¹

¹Macquarie Centre for Cognitive Science, Macquarie University, Australia.

Wiley Interdisciplinary Reviews. Cognitive Science

|August 15, 2015

Summary

Developmental dyslexia, the failure to learn reading normally, likely stems from multiple interacting causes, not a single deficit. Research highlights heterogeneity and complex interactions impairing reading acquisition.

Area of Science:

Cognitive Neuroscience
Developmental Psychology
Educational Psychology

Background:

Developmental dyslexia is a common reading disorder.
Understanding its underlying causes is crucial for effective intervention.
Research has proposed various deficits, but findings are often mixed.

Purpose of the Study:

To review research on deficits associated with developmental dyslexia.
To examine the heterogeneity within dyslexia.
To distinguish between high-level and low-level deficits.

Main Methods:

Literature review of studies on developmental dyslexia.
Analysis of proposed cognitive, language, perceptual, and neurological deficits.
Examination of the relationship between deficits and reading skill acquisition.

More Related Videos

Assessing Dyslexia at Six Year of Age

Assessing Dyslexia at Six Year of Age

Published on: May 1, 2020

Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties

Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties

Published on: September 27, 2020

Related Experiment Videos

Last Updated: Apr 5, 2026

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

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

Published on: August 16, 2024

Assessing Dyslexia at Six Year of Age

Assessing Dyslexia at Six Year of Age

Published on: May 1, 2020

Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties

Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties

Published on: September 27, 2020

Main Results:

Developmental dyslexia is characterized by significant heterogeneity.
Proposed deficits include both high-level (cognitive/language) and low-level (perceptual/neurological) factors.
Findings regarding specific deficits are often mixed and contradictory.

Conclusions:

There is no single cause for developmental dyslexia.
Multiple interacting causes likely contribute to reading acquisition impairments.
Future research should consider the complex interplay of various factors.