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Learning Disabilities01:25

Learning Disabilities

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
Dyslexia is a...
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Language and Cognition

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.
Oppositional Defiant Disorder01:30

Oppositional Defiant Disorder

A persistent pattern of angry or irritable mood, defiant behavior, or vindictiveness characterizes Oppositional Defiant Disorder (ODD). Symptoms must occur over at least six months, involve interactions with individuals beyond siblings, and meet specific diagnostic criteria to be clinically significant. The disorder affects emotional regulation, social interactions, and behavior, often manifesting early in life and influencing long-term development and functioning.
Diagnostic Criteria and...
Intellectual Disability01:29

Intellectual Disability

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...
Language Development01:22

Language Development

Children master language quickly and with relative ease, supported by both biological predisposition and reinforcement. B. F. Skinner (1957) proposed that language is learned through reinforcement, while Noam Chomsky (1965) argued that language acquisition mechanisms are biologically determined.
The critical period for language acquisition suggests that the ability to acquire language is at its peak early in life. As people age, this proficiency decreases. Language development begins very...
Attention-Deficit/Hyperactivity Disorder01:30

Attention-Deficit/Hyperactivity Disorder

Attention-deficit/hyperactivity disorder (ADHD) is a neurodevelopmental disorder characterized by persistent inattention, hyperactivity, and impulsivity. It affects approximately 5-8% of children globally, with around 60-70% of cases persisting into adulthood. ADHD has significant implications for educational attainment, social interactions, and occupational success.
Diagnostic Criteria and Symptoms
To diagnose ADHD, symptoms must manifest before age 12 and be evident across multiple settings.

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Video Experimental Relacionado

Updated: May 23, 2026

Advancing Dyslexia Assessment in Children Through Computerized Testing
09:00

Advancing Dyslexia Assessment in Children Through Computerized Testing

Published on: August 16, 2024

Dislexia del desarrollo Dislexia del desarrollo.

Robin L Peterson1, Bruce F Pennington

  • 1Department of Psychology, University of Denver, Denver, CO 80208, USA. robin.peterson@du.edu

Lancet (London, England)
|April 20, 2012
PubMed
Resumen
Este resumen es generado por máquina.

La dislexia, un trastorno del desarrollo neurológico que afecta el reconocimiento de palabras, muestra similitudes neurobiológicas consistentes entre lenguas. La investigación destaca el procesamiento fonológico, la disfunción de la red del hemisferio izquierdo y los factores genéticos que interactúan con el medio ambiente.

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Área de la Ciencia:

  • La neurociencia es la neurociencia.
  • Psicología del desarrollo Psicología del desarrollo.
  • Genética La genética.

Sus antecedentes:

  • La dislexia es un trastorno común del desarrollo neurológico que afecta la precisión y la fluidez de la lectura.
  • Se presenta a través de diversas culturas, sugiriendo mecanismos subyacentes universales.
  • Se han hecho avances recientes en la comprensión de sus aspectos conductuales, neuropsicológicos y neurobiológicos.

Objetivo del estudio:

  • Para sintetizar los hallazgos recientes sobre las bases neurobiológicas y neurocognitivas de la dislexia.
  • Examinar la interacción del procesamiento fonológico, los factores de riesgo cognitivo y las influencias genéticas.
  • Para diferenciar los factores causales de los efectos de la dislexia en las diferencias neuronales.

Principales métodos:

  • Revisión de la investigación conductual, neuropsicológica y neurobiológica sobre la dislexia.
  • Análisis de estudios que investigan los genes candidatos y las interacciones entre los genes y el medio ambiente.
  • Examen de los datos de neuroimagen en relación con la experiencia de lectura.

Principales resultados:

  • La teoría fonológica sigue siendo una explicación principal, aunque otros factores cognitivos están involucrados.
  • La evidencia neurobiológica apunta a la disfunción de la red lingüística del hemisferio izquierdo y al desarrollo alterado de la materia blanca.
  • Muchas de las diferencias neuronales observadas son consecuencias, no causas, de la dislexia, especialmente cuando se considera la experiencia de lectura.
  • Se han identificado seis genes candidatos que predisponen a la dislexia, con evidencia de interacciones entre genes y entorno.

Conclusiones:

  • La dislexia tiene fundamentos neurobiológicos complejos que involucran el procesamiento fonológico y la función de la red cerebral.
  • Las predisposiciones genéticas interactúan con factores ambientales, incluida la experiencia de lectura, para influir en el desarrollo de la dislexia.
  • Se necesita más investigación para dilucidar completamente las vías causales y los objetivos terapéuticos para la dislexia.