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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
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.

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Statistical learning and dyslexia: a systematic review.

Xenia Schmalz¹, Gianmarco Altoè², Claudio Mulatti²

¹Dipartimento di Psicologia dello Sviluppo e della Socializzazione, Università degli Studi di Padova, Via Venezia 15, 35131, Padova, Italy. xenia.schmalz@gmail.com.

Annals of Dyslexia

|October 22, 2016

Summary

This summary is machine-generated.

Research on developmental dyslexia often examines cognitive differences. This systematic review found insufficient high-quality data to determine if statistical learning deficits are a marker for dyslexia.

Keywords:

Deficit Implicit learning Publication bias Theories of dyslexia

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Assessing Dyslexia at Six Year of Age

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Assessing Dyslexia at Six Year of Age

Assessing Dyslexia at Six Year of Age

Published on: May 1, 2020

Area of Science:

Cognitive Neuroscience
Developmental Psychology
Educational Psychology

Background:

Developmental dyslexia research frequently isolates cognitive skill differences between dyslexic and control groups.
Statistical learning tasks have been investigated for group differences, with deficits proposed as potential markers for early dyslexia detection.

Purpose of the Study:

To systematically review existing literature on group differences in statistical learning performance between individuals with and without dyslexia.
To evaluate the evidence supporting a statistical learning deficit as a cause or marker for dyslexia.
To inform the understanding of the relationship between statistical learning and reading acquisition.

Main Methods:

Systematic literature review of studies comparing statistical learning performance in dyslexic and control participants.
Assessment of the quality of existing data to determine the reliability of findings.

Main Results:

The current body of high-quality research is insufficient to draw definitive conclusions.
The presence or absence of a significant group difference in statistical learning remains undetermined due to data limitations.

Conclusions:

Further high-quality research is required to establish the link between statistical learning and developmental dyslexia.
The proposed role of statistical learning deficits as a marker for dyslexia requires more robust empirical support.