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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.
Dyslexia
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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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Motor and Sensory Areas of the Cortex01:14

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The cerebral cortex, the brain's outermost layer, is pivotal in processing complex cognitive tasks, emotions, and various sensory inputs and executing voluntary motor activities. This intricate structure is divided into three primary functional areas: the motor areas, sensory areas, and association areas.
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Photoreceptors and Visual Pathways01:22

Photoreceptors and Visual Pathways

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At the molecular level, visual signals trigger transformations in photopigment molecules, resulting in changes in the photoreceptor cell's membrane potential. The photon's energy level is denoted by its wavelength, with each specific wavelength of visible light associated with a distinct color. The spectral range of visible light, classified as electromagnetic radiation, spans from 380 to 720 nm. Electromagnetic radiation wavelengths exceeding 720 nm fall under the infrared category,...
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Language and Cognition01:27

Language and Cognition

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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.
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Association Areas of the Cortex01:21

Association Areas of the Cortex

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Association areas are regions of the cerebral cortex that do not have a specific sensory or motor function. Instead, they integrate and interpret information from various sources to enable higher cognitive processes such as memory, learning, and decision-making. Some key association areas include the following:
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Development of a Gaze-Contingent Display Framework Designed for Perceptual and Oculomotor Research with Simulated Central Vision Loss
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Cortical Visual Impairments and Learning Disabilities.

Sylvie Chokron1,2, Klara Kovarski1,2, Gordon N Dutton3

  • 1Hôpital Fondation Adolphe de Rothschild, Paris, France.

Frontiers in Human Neuroscience
|November 1, 2021
PubMed
Summary
This summary is machine-generated.

Cerebral visual impairments (CVIs) are increasingly common in children due to advances in neonatology. Early identification and diagnosis are crucial, as CVIs are now the leading cause of childhood blindness, impacting learning and social interaction.

Keywords:
CVIassessmentdifferential diagnosislearning disabilityoccipital

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Area of Science:

  • Neurology
  • Ophthalmology
  • Pediatrics

Background:

  • Medical advances in neonatology have increased survival rates for premature and neurologically compromised infants.
  • Cerebral dysfunctions are rising globally, with neurological causes now primary for childhood blindness.
  • Cortical or cerebral visual impairments (CVIs) have been historically overlooked or misdiagnosed.

Purpose of the Study:

  • To highlight the increasing prevalence and impact of CVIs in children.
  • To discuss the detrimental effects of CVI on learning and social interaction.
  • To emphasize the need for improved clinician training in CVI identification and diagnosis.

Main Methods:

  • Review of epidemiological studies on childhood visual impairment.
  • Analysis of the consequences of CVI on child development.
  • Discussion of diagnostic challenges and differentiation from other disorders.

Main Results:

  • Neurological causes, particularly birth-related lesions, are the leading cause of blindness in children in industrialized nations.
  • CVIs can be mislabeled as learning disabilities or other ophthalmological issues.
  • Incorrect diagnosis can hinder appropriate interventions for children with CVI.

Conclusions:

  • Clinicians require specialized training to accurately identify and diagnose CVI.
  • Distinguishing CVI from other visual and learning disorders is essential for effective management.
  • Tailored interventions based on individual visual needs are critical for children with CVI.