Syndrome of nonverbal learning disabilities: Age differences in neuropsychological, academic, and socioemotional functioning

AbstractPrevious research has suggested that changes in the manifestations of the nonverbal learning disabilities syndrome (NLD) occur over the lifespan and that they do so in a manner that is consistent with the tenets of the NLD model (Rourke, 1989). Although the model would predict that age-related changes would also be evident within the childhood years, no study has yet examined this possibility. Based on the tenets of the model, specific predictions were formulated regarding developmental changes in the features of the NLD syndrome that would be expected to occur across the middle childhood and early adolescent years. The pattern of neurocognitive and socioemotional changes observed within the context of the cross-sectional data provided strong support for the predictions. Due to methodological limitations, no firm conclusions regarding the developmental manifestations of the NLD syndrome could be derived from the results of the longitudinal study. At most, these results suggested that some improvements in areas of neurocognitive deficiency may occur with the implementation of an appropriate remedial intervention program.

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Age-related social, emotional, and behavioral differences in children and adolescents manifesting the symptom presentation of nonverbal learning disabilities

10.17077/etd.21g1duqi ◽

2012 ◽

Author(s):

Joyce Elberta Goins

Keyword(s):

Learning Disabilities ◽

Children And Adolescents ◽

Symptom Presentation ◽

Nonverbal Learning Disabilities ◽

Behavioral Differences ◽

Social Emotional ◽

Age Related ◽

Nonverbal Learning

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Breadth over depth in the semantic representations of adults with nonverbal learning disabilities

Language and Cognition ◽

10.1017/langcog.2017.17 ◽

2017 ◽

Vol 10 (1) ◽

pp. 56-82 ◽

Cited By ~ 1

Author(s):

MARGOT ELIZABETH STOTHERS

Keyword(s):

Learning Disabilities ◽

Oral Language ◽

Control Group ◽

Word Knowledge ◽

Nonverbal Learning Disabilities ◽

Semantic Representations ◽

Cross Sectional ◽

Nonverbal Learning ◽

Gestalt Perception ◽

Vocabulary Depth

abstractOral language in individuals with nonverbal learning disabilities (NLD) has been described as empty of meaning, despite apparently average word knowledge. The present study explored the hypothesis that depth but not breadth of semantic representations would be reduced in NLD, and that depth but not breadth would be related to nonverbal gestalt perception. A cross-sectional design compared breadth and depth of vocabulary in 50 adults with or without a diagnosis of NLD. Vocabulary results were also compared with a visual closure test. Participants with NLD had reduced vocabulary depth in comparison with controls. The NLD group also had lower scores for gestalt perception, the ability to perceive a meaningful whole from unrelated parts. Across the sample, this measure predicted scores for vocabulary depth, but not breadth. The NLD group was also less able than the Control group to estimate the size of unknown, physical features of everyday objects. Results supported clinical observations that semantic representations are unconventional and imprecise in individuals with NLD, and suggested specific cognitive underpinnings for such difficulties. Results were also compatible with separate theories of embodied and lateralized semantics. A proposal uniting these theories in a designation over elaboration model is presented.

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