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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
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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...

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Related Experiment Video

Updated: Mar 24, 2026

Handwriting Analysis Indicates Spontaneous Dyskinesias in Neuroleptic Naïve Adolescents at High Risk for Psychosis

Handwriting Analysis Indicates Spontaneous Dyskinesias in Neuroleptic Naïve Adolescents at High Risk for Psychosis

Published on: November 21, 2013

Predicting Handwriting Difficulties Through Spelling Processes.

Cristina Rodríguez¹, Rebeca Villarroel²

¹1 Universidad Católica de la Santísima Concepción, Concepcion, Chile.

Journal of Learning Disabilities

|March 16, 2016

Summary

This summary is machine-generated.

Spelling tasks predict children's handwriting skills, with this effect diminishing as children age. The predictive power of pseudoword and irregular word spelling tasks shifts from Grade 1 to Grade 3.

Keywords:

alphabet writing task central processing handwriting peripheral processing spelling

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Digital Handwriting Analysis of Characters in Chinese Patients with Mild Cognitive Impairment

Digital Handwriting Analysis of Characters in Chinese Patients with Mild Cognitive Impairment

Published on: March 11, 2021

Area of Science:

Developmental Psychology
Educational Psychology
Neuroscience

Background:

Handwriting is a fundamental skill for academic success.
Understanding factors predicting handwriting status is crucial for early intervention.
The relationship between spelling abilities and handwriting skills requires further investigation.

Purpose of the Study:

To investigate the predictive role of spelling tasks in determining handwriting status in children.
To examine how the influence of spelling tasks on handwriting prediction changes with age.
To explore the contribution of alphabet sequencing from memory to handwriting prediction.

Main Methods:

Cross-sectional study involving 276 Spanish children from Grades 1 and 3.
Assessment of handwriting status.
Evaluation of performance on pseudoword spelling, irregular word spelling, and alphabet sequencing from memory tasks.

Main Results:

Spelling tasks significantly predicted handwriting status, with influence decreasing with age.
The predictive pattern of pseudoword and irregular word spelling changed between Grade 1 and Grade 3.
Alphabet sequencing from memory provided significant additional prediction of handwriting status, likely due to fluency.

Conclusions:

Spelling abilities are important predictors of handwriting status in early school years.
The evolving role of different spelling tasks suggests developmental changes in orthographic processing.
Fluency in recalling sequential information, like the alphabet, also contributes to handwriting proficiency.