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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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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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Related Experiment Video

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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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Genetic neurodevelopmental clustering and dyslexia.

Austeja Ciulkinyte1, Hayley S Mountford2, Pierre Fontanillas3

  • 1Translational Neuroscience PhD Programme, University of Edinburgh, Edinburgh, UK.

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Summary
This summary is machine-generated.

This study reveals a shared genetic basis for dyslexia and attention deficit-hyperactivity disorder (ADHD), identifying novel genetic variants. These findings highlight the complex genetic architecture of attention and learning difficulties.

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Assessing Dyslexia at Six Year of Age
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Area of Science:

  • Neurogenetics
  • Psychiatric Genetics
  • Developmental Disorders

Background:

  • Dyslexia is a neurodevelopmental learning difficulty impacting reading and spelling, with significant heritability.
  • Dyslexia frequently co-occurs with other neurodevelopmental conditions, notably attention deficit-hyperactivity disorder (ADHD).
  • Understanding the shared genetic underpinnings of these conditions is crucial for developing targeted interventions.

Purpose of the Study:

  • To investigate the genetic structure underlying dyslexia and various psychiatric traits.
  • To identify shared genetic variants (pleiotropic variants) implicated in both dyslexia and ADHD.
  • To explore the genetic correlations between attention and learning difficulties and other psychiatric disorders.

Main Methods:

  • Utilized genome-wide association study (GWAS) data for dyslexia, ADHD, autism, anorexia nervosa, anxiety, bipolar disorder, major depressive disorder, obsessive compulsive disorder, schizophrenia, and Tourette syndrome.
  • Applied Genomic Structural Equation Modelling (GenomicSEM) to analyze the genetic correlations and latent factor structure.
  • Identified and analyzed genetic variants associated with both dyslexia and ADHD.

Main Results:

  • GenomicSEM identified five correlated latent genomic factors, including a distinct 'attention and learning difficulties' factor (F5) encompassing ADHD and dyslexia.
  • ADHD loaded more strongly on the 'attention and learning difficulties' factor (F5) than on a general 'neurodevelopmental traits' factor (F4).
  • Discovered 49 loci, including 40 novel ones, mapping to 174 genes, as potential pleiotropic variants for dyslexia and ADHD.

Conclusions:

  • The study confirms a significant genetic relationship between dyslexia and ADHD, distinct from other psychiatric conditions.
  • Novel pleiotropic genetic variants contributing to both dyslexia and ADHD were identified.
  • Future research incorporating dyscalculia and dyspraxia will further refine the understanding of the 'attention and learning difficulties' factor.