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Related Concept Videos

Learning Disabilities01:25

Learning Disabilities

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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.
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Passive Filters01:27

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Passive filters are utilized to shape the frequency spectrum of signals across a diverse array of applications. These filters, using only passive elements like resistors (R), inductors (L), and capacitors (C), are capable of selectively allowing or blocking certain frequency ranges without the need for external power sources.
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Related Experiment Video

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Eye Tracking Young Children with Autism
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Problems in Audiovisual Filtering for Children with Special Educational Needs.

Stephanie Armstrong-Gallegos1, Roderick I Nicolson2

  • 1Department of Psychology, The University of Sheffield, Sheffield, UK; Universidad Autónoma de Chile, Chile.

I-Perception
|September 14, 2020
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Summary

Children with special educational needs (SEN) struggle to filter out irrelevant sounds, impacting literacy. This sensory processing deficit is linked to literacy and sensory profile scores, suggesting new support strategies.

Keywords:
cerebellumlearningliteracyoccupational therapyresponse selectionsensory processing

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Area of Science:

  • Developmental Psychology
  • Neuroscience
  • Educational Psychology

Background:

  • Sensory processing issues are common in developmental disorders, but their causes and impact are not fully understood.
  • Investigating the link between sensory processing and literacy skills is crucial for understanding developmental differences.

Purpose of the Study:

  • To examine the relationship between sensory processing abilities and literacy skills in children with and without special educational needs (SEN).
  • To identify specific sensory processing deficits in children with SEN and their correlation with literacy outcomes.

Main Methods:

  • A cohort of 26 children (7-12 years) from regular and SEN programs were assessed.
  • Literacy, fine motor skills, and naming speed were baseline tested.
  • The carer-assessed Child Sensory Profile-2 and a novel Audiovisual Animal Stroop (AVAS) test were administered.

Main Results:

  • Children with SEN exhibited higher ratings in specific sensory processing areas (Child Sensory Profile-2 quadrants and body position).
  • SEN participants demonstrated a deficit in ignoring incongruent auditory stimuli during the AVAS test.
  • AVAS performance significantly correlated with literacy scores and sensory profile measures.

Conclusions:

  • Children with SEN may have a specific deficit in filtering irrelevant auditory input, affecting cognitive tasks.
  • Sensory processing analysis is vital for theoretical and applied approaches to developmental differences.
  • Findings suggest new avenues for assessing and supporting children with SEN.