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相关概念视频

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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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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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.
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概念和误解:学校语音语言病理学家对阅读障碍有什么看法?

Hannah Krimm1, Jena McDaniel2, C Melanie Schuele2

  • 1Department of Communication Sciences and Special Education, University of Georgia, Athens.

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概括
此摘要是机器生成的。

许多语音语言病理学家对阅读障碍有误解,特别是认为它源于视觉处理缺陷. 这凸显了需要改善关于阅读障碍的培训,以提高干预的有效性.

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科学领域:

  • 语音语言病理学 语言病理学
  • 阅读的神经科学 阅读的神经科学
  • 教育心理学教育心理学

背景情况:

  • 阅读障碍是一种常见的学习障碍,影响阅读.
  • 准确了解阅读障碍对于有效的干预至关重要.

研究的目的:

  • 调查语音语言病理学家 (SLPs) 对阅读障碍的理解.
  • 为了确定SLPs中关于阅读障碍的常见误解.

主要方法:

  • 一项在线调查对86名学校的SLP进行了调查.
  • 参与者评价了他们对关于阅读障碍的性质和干预措施的真假陈述的同意.

主要成果:

  • 在SLP的反应中存在显著的变化.
  • 相当数量的SLP错误地认为阅读障碍涉及视觉处理缺陷,这与科学证据相反.

结论:

  • 许多以学校为基础的SLP对阅读障碍有误解,特别是视觉处理链接.
  • 这些误解可能会阻碍阅读技能的整合到SLP实践中.
  • 加强SLP关于阅读障碍的教育是必要的,以改善评估和干预.