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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...

Intellectual Disability

Intellectual Disability

Intellectual disability (ID) is a neurodevelopmental condition characterized by deficits in intellectual and adaptive functioning that manifest during the developmental period. This condition encompasses challenges in reasoning, memory, problem-solving, and learning, accompanied by impairments in everyday life skills, such as communication, self-care, and social interactions. Intellectual disability affects approximately 1% of the population in the United States, impacting an estimated 5...

Avoidance Learning and Learned Helplessness

Avoidance Learning and Learned Helplessness

Avoidance learning and learned helplessness are critical concepts in understanding behavioral responses to negative stimuli.
Avoidance learning occurs when an organism learns that a specific behavior can prevent an unpleasant outcome. For example, a student who receives a bad grade may start studying harder to avoid future poor grades. This behavior persists even when the negative outcome is no longer present. Avoidance learning is powerful because it maintains behavior in the absence of the...

Associative Learning

Associative Learning

Associative learning is a fundamental concept in behavioral psychology, wherein a connection is established between two stimuli or events, leading to a learned response. This process is critical in understanding how behaviors are acquired and modified. Conditioning, the mechanism through which associations are formed, can be divided into two main types: classical conditioning and operant conditioning, each elucidating different aspects of associative learning.
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Purposive Learning

Purposive Learning

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...

Observational Learning

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Albert Bandura's observational learning, also known as imitation or modeling, occurs when a person observes and imitates another's behavior. It is a quicker process than operant conditioning. A well-known example is the Bobo doll study, where children who saw an adult acting aggressively towards the doll were more likely to act aggressively when left alone, compared to those who observed a nonaggressive adult. Many psychologists view observational learning as a form of latent learning...

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Quantitative Assessment of Cortical Auditory-tactile Processing in Children with Disabilities

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Published on: January 29, 2014

Specific learning disability.

Michael McDowell^1,2,3

¹School of Medicine, University of Queensland, Brisbane, Queensland, Australia.

Journal of Paediatrics and Child Health

|October 9, 2018

Summary

Specific learning disabilities (SLD) are unexpected academic difficulties, like dyslexia, impacting literacy. Medical professionals play a key role in evaluating and managing these biologically based conditions for child well-being.

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Area of Science:

Neuroscience
Developmental Psychology
Medical Education

Background:

Specific learning disabilities (SLD) present as unexpected academic challenges incongruent with a student's overall intellectual ability.
Dyslexia, a common SLD, specifically affects literacy acquisition.
These conditions have a biological basis and can significantly impact child development.

Purpose of the Study:

To highlight the critical role of medical professionals in the evaluation and management of SLD.
To emphasize the biological underpinnings of SLD and their implications for affected children.
To advocate for understanding and support based on the biological nature of learning disabilities.

Main Methods:

Review of the medical and developmental literature on specific learning disabilities.
Analysis of the etiological factors and diagnostic considerations for SLD.
Examination of the medical professional's role in assessment and advocacy.

Main Results:

SLDs are biologically based, necessitating medical evaluation and intervention.
Medical professionals can assess the likelihood of biological etiology even without definitive proof.
Understanding the biological basis informs realistic expectations and appropriate support for children with SLD.

Conclusions:

Medical professionals are essential in identifying and managing SLD due to their biological basis.
Advocacy grounded in the biological nature of SLD is crucial for children's well-being.
Recognizing the biological factors in learning disabilities supports appropriate educational and medical management.