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Related Concept Videos

Learning Disabilities01:25

Learning Disabilities

486
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...
486
Language and Cognition01:27

Language and Cognition

607
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.
607
Oppositional Defiant Disorder01:30

Oppositional Defiant Disorder

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A persistent pattern of angry or irritable mood, defiant behavior, or vindictiveness characterizes Oppositional Defiant Disorder (ODD). Symptoms must occur over at least six months, involve interactions with individuals beyond siblings, and meet specific diagnostic criteria to be clinically significant. The disorder affects emotional regulation, social interactions, and behavior, often manifesting early in life and influencing long-term development and functioning.
Diagnostic Criteria and...
414
Language Development01:22

Language Development

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Children master language quickly and with relative ease, supported by both biological predisposition and reinforcement. B. F. Skinner (1957) proposed that language is learned through reinforcement, while Noam Chomsky (1965) argued that language acquisition mechanisms are biologically determined.
The critical period for language acquisition suggests that the ability to acquire language is at its peak early in life. As people age, this proficiency decreases. Language development begins very...
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Revisionist Views of Adolescent and Adult Cognition01:24

Revisionist Views of Adolescent and Adult Cognition

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A revisionist approach to Jean Piaget's theory of cognitive development has brought new insights that challenge and reinterpret his established ideas. Piaget proposed that the formal operational stage, emerging in adolescence, represents the culmination of cognitive maturity. During this stage, individuals are said to develop abstract thinking, engage in systematic problem-solving, and show a form of egocentrism, believing others are as preoccupied with their behavior as they are...
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Attention-Deficit/Hyperactivity Disorder01:30

Attention-Deficit/Hyperactivity Disorder

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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
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Updated: Dec 9, 2025

Author Spotlight: Validation of SICOLE-R for Assessing Cognitive and Reading Skills in Spanish-Speaking Children and Its Role in Personalized Education
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Misunderstandings about developmental dyslexia: a historical overview.

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  • 1Department of Educational Sciences, University of Catania, Catania.

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Developmental dyslexia is a complex neurodevelopmental disorder affecting reading, characterized by phonological decoding deficits. Effective rehabilitation targets both language processing and visuospatial-attentional skills for improved reading outcomes.

Keywords:
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Area of Science:

  • Neuroscience
  • Developmental Psychology
  • Linguistics

Background:

  • Developmental dyslexia is a reading disorder distinct from intellectual or educational factors.
  • Early theories linked dyslexia to visual defects, but modern research reveals a complex neurodevelopmental basis.
  • Autopsy, histopathological, and neuroimaging studies show brain differences in individuals with dyslexia.

Purpose of the Study:

  • To provide an overview of the evolving understanding of developmental dyslexia.
  • To highlight the neuroanatomical and neural system findings related to dyslexia.
  • To emphasize the multicomponential nature of dyslexia and its rehabilitation needs.

Main Methods:

  • Literature review of studies on developmental dyslexia.
  • Analysis of autopsy and histopathological findings in dyslexic brains.
  • Examination of neuroimaging studies on reading and dyslexia.

Main Results:

  • Dyslexia is increasingly understood as a language-related neurodevelopmental disorder.
  • Key deficits include phonological decoding and visuospatial organization of language.
  • Brain structure and function show differences in individuals with dyslexia.

Conclusions:

  • Developmental dyslexia is a complex, multicomponential disorder.
  • Rehabilitation should address linguistic decoding, visuospatial, and attentional processes.
  • A comprehensive understanding is crucial for effective intervention strategies.