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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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Information Processing Approach01:30

Information Processing Approach

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The information-processing theory of cognitive development centers on fundamental mental processes, including attention, memory, and problem-solving skills. Researchers in this field examine how cognitive abilities, such as working memory, evolve and influence children's overall development. Studies indicate that children with stronger working memory tend to excel in reading comprehension, math, and problem-solving compared to peers with less efficient memory skills. Low working memory is...
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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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Assessing Executive Functions in Children With Developmental Dyslexia: A Comprehensive Approach.

Amanda Guerra1, Julie Remaud1, Olivier Cadeau1

  • 1Univ Angers, Nantes Université, LPPL, SFR CONFLUENCES, Angers, France.

Dyslexia (Chichester, England)
|December 23, 2025
PubMed
Summary
This summary is machine-generated.

Children with developmental dyslexia (DD) show significant executive function (EF) deficits, particularly in inhibition, working memory, and planning. These challenges impact daily life, underscoring the need for targeted interventions for children with DD.

Keywords:
ADHDchild neuropsychologydevelopmental dyslexiaeveryday lifeneurodevelopmental disordersperformance‐based tests

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Area of Science:

  • Neuroscience
  • Developmental Psychology
  • Educational Psychology

Background:

  • Developmental dyslexia (DD) is often linked to executive function (EF) impairments.
  • Key EF domains affected include inhibition, working memory, and cognitive flexibility.

Purpose of the Study:

  • To assess executive function (EF) in children with developmental dyslexia (DD).
  • To examine the influence of co-occurring attention deficit hyperactivity disorder (ADHD) on EF.
  • To compare performance-based tests with rating measures for EF assessment.

Main Methods:

  • Evaluated 40 children with DD (aged 7-16) using the Child Executive Functions Battery (CEF-B) and the Behaviour Rating Inventory of Executive Function (BRIEF).
  • CEF-B assessed inhibition, working memory, flexibility, and planning.
  • BRIEF gathered parent and teacher ratings of executive behaviors.

Main Results:

  • Significant EF deficits were found, especially in inhibition, working memory, and planning (67.5% of participants).
  • BRIEF ratings indicated widespread EF difficulties (55.9%).
  • Low correlations between CEF-B and BRIEF suggest distinct aspects of EF are measured, supporting a multi-method approach. Children with ADHD reported greater difficulties on BRIEF.

Conclusions:

  • Children with DD exhibit substantial executive function (EF) deficits.
  • A multi-method approach is crucial for comprehensive EF assessment in DD.
  • Targeted interventions and further research into EF mechanisms in DD are necessary.