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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
Dyslexia is a...
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Language and Cognition01:27

Language and Cognition

342
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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Language Development01:22

Language Development

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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...
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在以语言为基础的学习障碍的小学学生中写作:一项试点研究来检查可行性和承诺.

Cynthia S Puranik1, Anthony Koutsoftas2

  • 1College of Education and Human Development, Georgia State University, Atlanta.

Language, speech, and hearing services in schools
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概括
此摘要是机器生成的。

这项研究表明,对于基于语言的学习障碍 (LLD) 的学生来说,写作干预 (WILLD) 是可行的. 这项干预措施改善了写作质量,并减少了四年级和五年级学生的错误.

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科学领域:

  • 教育心理学教育心理学
  • 特殊教育 特殊教育
  • 语音语言病理学 语言病理学

背景情况:

  • 基于语言的学习障碍 (LLD) 的儿童面临着重大的写作挑战.
  • 对LLD有效的写作干预措施的经验证据有限.

研究的目的:

  • 评估写作干预 (WILLD) 的可行性和有效性,用于LLD的4年级和5年级学生.
  • 用自我调节策略评估一个针对单词,句子和话语写作水平的程序.

主要方法:

  • 来自三个学校的15名LLD学生参加了比赛.
  • 在12周内使用了集团内部的前后设计.
  • 训练有素的语音语言病理学家和特殊教育工作者在小组中进行了干预.

主要成果:

  • 学生在写作质量方面表现出了统计学上显著的改善.
  • 干预后观察到语法错误的显著减少.
  • 威尔德的干预显示了增强信息写作技能的前景.

结论:

  • 对于拥有LLD学位的学生来说,WILLD干预是可行的.
  • 这项干预措施有望改善SLP和特殊教育工作者提供的写作成果.
  • 需要进一步的研究来探索影响和完善干预.