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Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties
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Are specific learning disorders truly specific, and are they disorders?
1Numerical Cognition Laboratory, Department of Psychology, Faculty of Education & Brain and Mind Institute, University of Western Ontario, Western Interdisciplinary Research Building, 1151 Richmond Street North, London, ON N6A 5B7, Canada.
Trends in Neuroscience and Education
|November 6, 2019
Summary
Research on specific learning disorders like dyslexia faces limitations. A dimensional framework, considering overlapping learning domains and multiple factors, offers a richer understanding of cognitive development.
Area of Science:
- Cognitive Science
- Neuroscience
- Genetics
- Developmental Psychology
Background:
- Specific learning disorders (SLDs), including dyslexia and dyscalculia, are often studied using categorical approaches.
- Current research faces limitations such as arbitrary group selection, within-group heterogeneity, and domain overlap.
Purpose of the Study:
- To discuss the limitations of the categorical approach in studying SLDs.
- To propose an alternative dimensional framework for understanding learning and development.
- To integrate evidence from cognitive science, neuroscience, and genetics.
Main Methods:
- Critical review of existing research on SLDs.
- Synthesis of evidence from cognitive science, neuroscience, and genetics.
- Development of a conceptual dimensional framework.
Main Results:
- Categorical approaches to SLDs present significant limitations.
- A dimensional framework better accounts for overlapping learning domains.
- Interacting factors across multiple levels of analysis are crucial.
Conclusions:
- Moving beyond categorical definitions is essential for advancing the study of learning and development.
- A dimensional approach offers a more nuanced and comprehensive understanding of cognitive processes.
- This strategy facilitates a richer understanding of individual differences in learning.
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