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相关概念视频

Learning Disabilities01:25

Learning Disabilities

86
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

336
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.
336
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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Cognitive Development During Adolescence01:18

Cognitive Development During Adolescence

47
During adolescence, individuals experience significant cognitive development that enhances their understanding of others' emotions and thoughts, known as cognitive empathy. This period is marked by an increased ability to adapt to others' perspectives and a more nuanced understanding of others' mental states, a skill that is foundational for social problem-solving and conflict avoidance. The development of cognitive empathy relies heavily on the theory of mind — the...
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Language Development01:22

Language Development

327
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...
327
Attention-Deficit/Hyperactivity Disorder01:30

Attention-Deficit/Hyperactivity Disorder

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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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相关实验视频

Updated: Jun 12, 2025

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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Published on: August 16, 2024

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预测青少年的算术和阅读不流性

Tuire Koponen1, Kenneth Eklund1, Kaisa Aunola1

  • 1University of Jyväskylä, Finland.

Journal of learning disabilities
|September 24, 2024
PubMed
概括
此摘要是机器生成的。

幼儿园早期的认知技能和父母因素可以预测青少年的阅读和算术困难. 识别这些因素有助于对学习挑战进行早期干预.

关键词:
算术流性的流性学习困难学习困难纵向预测可以进行纵向预测.阅读流性 阅读流性

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科学领域:

  • 教育心理学教育心理学
  • 发展心理学 发展心理学
  • 神经科学是一个神经科学.

背景情况:

  • 已知学习困难的长期负面后果.
  • 预测青少年阅读和算术困难需要进一步的研究.
  • 了解预测因素对于及时干预至关重要.

研究的目的:

  • 确定年龄阶段和儿童/家长因素来预测青少年阅读和算术困难.
  • 检查早期认知技能和家长因素的预测能力.
  • 确定学龄流度指标在预测中的作用.

主要方法:

  • 从幼儿园 (6岁) 到青春期 (13-16岁) 的941名芬兰儿童的长度研究.
  • 评估幼儿园的认知技能和2年级,4年级,6年级,7年级和9年级的阅读/算术流性.
  • 收集家长关于学习困难和教育水平的自我报告.

主要成果:

  • 青少年的不流 (阅读/算术) 是通过父母因素和幼儿园认知技能中适度预测的.
  • 早期措施 (幼儿园) 和学龄流利 (至4年级) 改善了预测模型.
  • 字母知识,计数和视觉空间技能是青少年不流的独特预测因素.

结论:

  • 早期识别有阅读和算术困难风险的儿童是可能的.
  • 父母和早期认知因素是以后学习挑战的重要预测因素.
  • 基于早期预测因素的有针对性的干预措施可以减轻长期的负面影响.