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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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Visual Agnosia01:12

Visual Agnosia

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Visual agnosia is a condition characterized by the inability to recognize visually presented objects despite having normal vision. For instance, a person with visual agnosia can describe the shape and color of an object but cannot identify or name it. This impairment does not affect their visual field, acuity, color vision, brightness discrimination, language, or memory. An example of this condition in a social setting is someone at a dinner party asking for "that silver thing with a round...
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Depth perception is the ability to perceive objects three-dimensionally. It relies on two types of cues: binocular and monocular. Binocular cues depend on the combination of images from both eyes and how the eyes work together. Since the eyes are in slightly different positions, each eye captures a slightly different image. This disparity between images, known as binocular disparity, helps the brain interpret depth. When the brain compares these images, it determines the distance to an object.
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Autism Spectrum Disorder01:19

Autism Spectrum Disorder

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Autism spectrum disorder (ASD) is a neurodevelopmental condition marked by persistent deficits in social communication and interaction alongside restrictive and repetitive behaviors or interests. ASD is sometimes accompanied by intellectual impairment.
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Intellectual Disability01:29

Intellectual Disability

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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...
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Prosopagnosia

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Prosopagnosia, also known as face blindness, is the inability to recognize faces. In severe cases, individuals with prosopagnosia may not recognize close family members, including parents and spouses, by their faces. For instance, someone with prosopagnosia might walk past their child in a crowd, only realizing their mistake upon noticing their child's distinctive backpack or favorite jacket. Prosopagnosia specifically impairs facial recognition, while the recognition of other objects or...
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Virtual Reality Tools for Assessing Unilateral Spatial Neglect: A Novel Opportunity for Data Collection
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Nonverbal learning disability (developmental visuospatial disorder).

Irene C Mammarella1, Cesare Cornoldi2

  • 1Department of Developmental and Social Psychology, University of Padova, Padova, Italy.

Handbook of Clinical Neurology
|September 26, 2020
PubMed
Summary
This summary is machine-generated.

Nonverbal learning disability (NVLD) is a neurodevelopmental disorder impacting visuospatial skills. New evidence highlights distinct neuropsychological and neuroanatomical differences in children with NVLD, aiding diagnostic clarity.

Keywords:
Attention problemsDevelopmental visuospatial disorderNeurodevelopmental disordersNonverbal learning disabilitySocial skillsVisuomotor coordination difficultiesVisuospatial processing

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Area of Science:

  • Neurodevelopmental Disorders
  • Neuropsychology
  • Neuroanatomy

Background:

  • Nonverbal learning disability (NVLD) is characterized by core visuospatial deficits.
  • Associated challenges may include attention, motor, academic, and social skills.
  • NVLD occurs without identifiable neurologic or genetic syndromes.

Purpose of the Study:

  • To present evidence distinguishing NVLD from other neurodevelopmental disorders.
  • To explore shared and valid diagnostic criteria for NVLD.
  • To underscore the importance of recognizing NVLD as a distinct category.

Main Methods:

  • Review of historical perspectives on NVLD.
  • Presentation of new neuropsychological data.
  • Analysis of neuroanatomical findings.

Main Results:

  • Demonstration of clear neuropsychological distinctions between NVLD and other neurodevelopmental disorders.
  • Identification of specific neuroanatomical differences in children with NVLD.
  • Progress towards establishing shared diagnostic criteria.

Conclusions:

  • NVLD exhibits unique neuropsychological and neuroanatomical profiles.
  • Establishing NVLD as a distinct diagnostic category is crucial.
  • This recognition will foster further research and improve clinical practice.