Visual Perception in Specific Learning Difficulties

2021 ◽  
Vol 1 (1) ◽  
pp. 25-40
Author(s):  
Neriman Aral
Keyword(s):  
Individual Differences ◽  
Visual Perception ◽  
Learning Difficulties ◽  
Learning Difficulty ◽  
The Family ◽  
Mental Problems ◽  
The Moment ◽  
The Individual ◽  
The Brain ◽  
Specific Learning

From the moment the child is born, learning becomes meaningful and it is interpreted as a result of the experiences first in the family and then in school. However, it is sometimes not possible to talk about the fact that learning takes place in all children although the process has taken place in this direction. Sometimes the individual differences that exist in children and the inability to get the necessary support in structuring their learning experiences can be effective in the failure of learning, while sometimes the type of congenital difficulty can be effective. One of these types of difficulty is a specific learning difficulty. It is not always possible for children with specific learning difficulties to learn, even if they do not have any mental problems. In this case, many factors can be effective, especially the problems that children experience in their visual perception can become effective. Since visual perception is the processing of symbols received from the environment in the brain, the problem that may be experienced in this process can also make it difficult to learn this situation. In line with these considerations, it is aimed to focus on the importance of visual perception in specific learning difficulties.

Individual Uniqueness in the Neonatal Functional Connectome

2021 ◽  
Author(s):  
Qiushi Wang ◽  
Yuehua Xu ◽  
Tengda Zhao ◽  
Zhilei Xu ◽  
Yong He ◽  
...  
Keyword(s):  
Individual Differences ◽  
Individual Identification ◽  
Imaging Data ◽  
Functional Connectome ◽  
Middle Range ◽  
Human Connectome Project ◽  
The Individual ◽  
And Behavior ◽  
Identification Analysis ◽  
The Brain

Abstract The functional connectome is highly distinctive in adults and adolescents, underlying individual differences in cognition and behavior. However, it remains unknown whether the individual uniqueness of the functional connectome is present in neonates, who are far from mature. Here, we utilized the multiband resting-state functional magnetic resonance imaging data of 40 healthy neonates from the Developing Human Connectome Project and a split-half analysis approach to characterize the uniqueness of the functional connectome in the neonatal brain. Through functional connectome-based individual identification analysis, we found that all the neonates were correctly identified, with the most discriminative regions predominantly confined to the higher-order cortices (e.g., prefrontal and parietal regions). The connectivities with the highest contributions to individual uniqueness were primarily located between different functional systems, and the short- (0–30 mm) and middle-range (30–60 mm) connectivities were more distinctive than the long-range (>60 mm) connectivities. Interestingly, we found that functional data with a scanning length longer than 3.5 min were able to capture the individual uniqueness in the functional connectome. Our results highlight that individual uniqueness is present in the functional connectome of neonates and provide insights into the brain mechanisms underlying individual differences in cognition and behavior later in life.

Adulthood

1993 ◽  
Author(s):  
Mark Selikowitz
Keyword(s):  
Learning Difficulties ◽  
Learning Difficulty ◽  
Musical Piece ◽  
Auguste Rodin ◽  
Wide Range ◽  
Hans Christian Andersen ◽  
Critical Scrutiny ◽  
Children's Stories ◽  
Specific Learning ◽  
Experience Difficulty

All children with specific learning difficulties improve as they grow. In some, the difficulties resolve completely, while others continue to have some degree of difficulty in the specific areas of learning affected. We still have no way of determining which children will continue to experience difficulty and which will not. Nor do we have reliable figures on the relative proportions of those where the difficulties resolve completely and those where they persist. This chapter provides information and advice for adults with persisting specific learning difficulties. Many people are designed to be better adults than children. A child has little opportunity of selecting those things that he enjoys or finds easier, and to avoid those he dislikes or finds difficult. He is required to be an all-rounder, performing a wide range of activities, many under the critical scrutiny of his teachers and peers. It is daunting to think of what many children are required to do regularly at school: reading aloud, writing something that will be marked (for content, neatness, and spelling), doing arithmetical computations that will be checked, playing competitive sport, performing in a play in public, and playing a musical piece to a critical audience. An adult, on the other hand, can have a successful career and avoid any, or all, of these activities. Many famous people are said to have had a specific learning difficulty as children, but it is very difficult to know for certain if this is true. Nevertheless, many of their stories are highly suggestive of the condition. What they all show, whether they had a specific learning difficulty or not, is that problems with learning in childhood need not be a bar to outstanding achievements in adulthood. There follow some examples. . . . Hans Christian Andersen (1805–1875) . Famous as an author of children’s stories such as ‘The Little Match-girl’ and ‘The Little Mermaid’, his handwriting shows characteristics of specific learning difficulty. . . . . . . Auguste Rodin (1840–1917). Now famous for his sculptures, such as ‘The Thinker’ and ‘The Burghers of Calais’, he was regarded as ‘an idiot’, and ‘ineducable’ as a child. . . .

scholarly journals Timing is key to providing modified assessments for students with specific learning difficulties

2019 ◽  
Vol 9 (1) ◽  
pp. 49-56
Author(s):  
Christian P Gray ◽  
Steven A Burr
Keyword(s):  
Medical Students ◽  
Early Diagnosis ◽  
Learning Difficulties ◽  
Medical Knowledge ◽  
Multiple Choice Question ◽  
Knowledge Assessment ◽  
Learning Difficulty ◽  
Medical Program ◽  
Assessment Performance ◽  
Specific Learning

Abstract Introduction Medical students who are diagnosed with a specific learning difficulty (SpLD) will typically receive a reasonable adjustment within examinations in the form of modified assessment provision (MAP). This study investigated whether the timing of SpLD diagnosis and subsequent implementation of MAP has an impact on performance in applied medical knowledge multiple choice question (MCQ) assessments. Method The MCQ performance of 108 students diagnosed with SpLD who received a MAP was monitored and compared with 1960 students who received an unmodified assessment, over 5 years of a medical program. Students who received a SpLD diagnosis in the latter years of the program were identified as not receiving a MAP in assessments prior to diagnosis. Results Differences were found between declaration and diagnosis, with 44.4% of students who declared and 48.1% who did not declare subsequently receiving a diagnosis. Students with SpLD who receive a MAP increase their applied medical knowledge assessment performance, although there is a delay of up to a year for this impact to reach significance. Conclusion Early diagnosis of SpLD is necessary to ensure the intended benefit is received from MAP.

scholarly journals Learning difficulties in the English language discipline and its relationship with the family environment at the São Vicente de Paulo State College

2020 ◽  
pp. 159-176
Author(s):  
Solange De Souza Duarte ◽  
Márcio Wendel Santana Coêlho
Keyword(s):  
Family Environment ◽  
English Language ◽  
Learning Difficulties ◽  
Qualitative Approach ◽  
Writing Strategies ◽  
Learning Difficulty ◽  
Paulo State ◽  
State College ◽  
The Family

This study has the following to discuss, from a literature review, about the learning difficulty in relation to the English language course taught at the São Vicente de Paulo State College, in Bom Jesus da Lapa – BA. The aim of this article is to verify what are the learning difficulties, identify and report the problems faced in teaching the English language and to verify whether teachers seek to overcome learning difficulties. The present study aligns with the quantitava and qualitative approach, based on the analysis of a case study. Thus, interviews were applied to analyze learning difficulties and data were collected from the answers of teachers, students and family. The results showed that the solution to solve learning difficulties in the English language discipline is to adopt reading and writing strategies in school as well as the development of activities at school or at home seeking ways that favor learning autonomously and critically to overcome difficulties.

scholarly journals Specific learning difficulty: autism, dyscalculia, dyslexia and dysgraphia

2021 ◽  
Vol 7 (3) ◽  
pp. 97-106
Author(s):  
Karina Eliana Castro Intriago ◽  
Liliana Magdalena Alcívar Rodríguez ◽  
Luis Alfredo Tubay Cevallos
Keyword(s):  
Social Relationships ◽  
Qualitative Methodology ◽  
Learning Difficulties ◽  
Learning Problems ◽  
Learning Difficulty ◽  
Learning Techniques ◽  
The Social ◽  
The Subject ◽  
Desk Review ◽  
Specific Learning

There are specific learning difficulties such as autism, dyscalculia, dyslexia and dysgraphia, the purpose of this article is to understand how these disorders affect verbal, non-verbal, logical and written communication in the social relationships of children who suffer from it. The qualitative methodology was applied in combination with the desk review technique, obtaining clear and pertinent criteria, an analysis of concepts was proposed on each of their meanings, characteristics and typology, suggestions of learning techniques are presented regarding the way correct to reduce disorders, the opinion of different authors who have carried out studies on the subject was obtained, interpreting from the pedagogical perspective and the importance of knowing the subject to act against these learning problems.

scholarly journals Psychometric properties of a newly developed learning difficulties scale in the Omani society

2017 ◽  
Vol 11 (31) ◽  
pp. 771-786
Author(s):  
Ibrahim A. Al-Qaryout ◽  
Maher M. Abu-Hilal ◽  
Humaira Alsulaimani
Keyword(s):  
Factor Analysis ◽  
Problem Solving ◽  
Confirmatory Factor Analysis ◽  
Learning Difficulties ◽  
Learning Difficulty ◽  
Psychological Processes ◽  
Measure Anova ◽  
Confirmatory Factor ◽  
Attention Memory ◽  
The Individual

Introduction. Learning difficulties (LD) is a recent construct. It has been agreed that the individual who suffers from learning difficulty has a disorder in one or more of the basic psychological processes, including attention, cognition, formation of concepts, memory, problem solving, understanding or reading, speaking or writing, or computing.Method. This study was designed to test the construct (convergent and discriminate) validity of this conception of LD with exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). Also, responses of normal students were compared to responses of students identified as having learning difficulty. The sample comprised 410 children from Muscat School Zone, who were rated by their teachers (30) teachers based on the newly questionnaire. The questionnaire is composed by six domains and each measures one component of difficulties. These components are difficulties in: perception, attention, memory, writing, arithmetic and reading.Results. Reliability analysis and factor analysis revealed that the measure possesses both reliability and factorial validity.Discussion and conclusion. The CFA confirmed the structure of the measure. ANOVA revealed significant differences between normal and LD children on most of the LD components, the providing further support to its construct validity

scholarly journals Η επίδραση της γονικής κατάθλιψης στην ψυχική υγεία των παιδιών

2017 ◽  
Vol 2016 (1) ◽  
pp. 459
Author(s):  
Παρασκευή Κορωναίου ◽  
Alexandros - Stamatios Antoniou
Keyword(s):  
Mental Health ◽  
Parental Depression ◽  
Behavioral Difficulties ◽  
Negative Consequences ◽  
Economic Problems ◽  
Social And Emotional ◽  
The Family ◽  
Mental Problems ◽  
Genetic And Environmental Factors ◽  
The Individual

The purpose of this research was to investigate the effects of depression on the mental health of their children, such as the risk of developing depression in adolescent and adulthood. Although the precise mechanisms of linking parental depression to child psychological problems are unknown, genetic and environmental factors seem to play an important role. Surveys have found that children whose parents were diagnosed with depression were two to three times more likely to develop mental problems than those whose parents did not have depression. Because of depression, the individual suffers in basic social and emotional areas and therefore parents with this disorder appear to have deficits in their interactions with their children, with negative consequences for the development of the latter. Parental depression may also affect children's behavior in indirect ways, such as intercourse and divorce in the family. With regard to mother, postpartum depression appears to have an important role, which may have later consequences for the behavior of girls and boys, and depression in the father is seen to have a greater impact on boys who are at greater risk of developing behavioral difficulties. In addition, the potential for emotional difficulties in children increases when the family coexists with both mental health and socio-economic problems, indicating that coping with the particular needs of these families is likely to prevent childhood mental problems.  

Evaluation of Teacher Candidates’ Perceptions about Specific Learning Difficulties through Online Photovoice (OPV) Method

2021 ◽  
Vol 9 (2) ◽  
pp. 161
Author(s):  
Kürşat Öğülmüş ◽  
Murat Hikmet Acikgoz ◽  
Ahmet Tanhan
Keyword(s):  
Learning Style ◽  
Teacher Candidates ◽  
Interpretative Phenomenological Analysis ◽  
Learning Difficulties ◽  
Future Research ◽  
Knowledge Level ◽  
Final Sample ◽  
And Mathematics ◽  
The Individual ◽  
Specific Learning

In this study, the researchers (i) determined the perception levels of candidate teachers about Specific Learning Difficulties (SLD) using Online Photovoice (OPV) methodology, (ii) shared the research results with relevant researchers and practitioners in order to contribute to increase the knowledge level of candidate teachers about SLD, and finally (iii) discussed the results of the research in order to lay the groundwork for more meaningful and useful research and services. OPV technique was used in the data collection phase, and Online Interpretative Phenomenological Analysis (OIPA) was used in the data analysis phase. A total of 367 teacher candidates studying in different teaching programs participated in the study; the answers of 42 students were removed from the analysis for various reasons, and the remaining 325 students formed the final sample. The participants were asked about the most important factor/concept that defines SLD in order to measure their perceptions about SLD. Thirteen main themes were created regarding the most important factor/concept that defined SLD; the most important main themes and percentages were as follows: It is a situation in which the individual has difficulties in cognitive (reading, writing and mathematics) skills (51%), a situation that needs support (16%), and a situation that causes differences in learning style (12%). At the end of the study, the researchers made suggestions to the relevant researchers and practitioners in order to increase their knowledge level about SLD. With this research, the researchers used the OPV technique for the first time in the field of SLD, and they brought a new breath to future research.

Social and emotional development

1993 ◽  
Author(s):  
Mark Selikowitz
Keyword(s):  
Social Skills ◽  
Social Cognition ◽  
Learning Difficulties ◽  
Social Consequences ◽  
Learning Difficulty ◽  
Social Conventions ◽  
Social And Emotional ◽  
The People ◽  
Specific Learning ◽  
The Way

There is widespread recognition that children with specific learning difficulties may experience social and emotional problems because of their learning difficulties, but it is often not realized that impairment of social skills may itself be a form of learning difficulty. This is due to a limitation in the way that the brain is able to understand social conventions. This is called a social cognition (or social learning) deficit. In this chapter, I shall first discuss social cognition deficit, and then discuss a number of behaviour problems that may occur as a result of a specific learning difficulty. Social skills, like any other skills, have to be learned. Yet much of what children learn about socially appropriate behaviour is not actually taught to them; they simply pick it up as they go along. Some children of normal intelligence seem to be less able to learn these things, even when taught. This may be their only area of difficulty, but it is commonly associated with other learning difficulties. These children have been accurately described as being ‘socially tone deaf’. They do not pick up the same cues as other children of the same age. They do not seem to predict the social consequences of their actions. They may be uninhibited, undressing in public without the same embarrassment that their peers would experience. They may be overfriendly to strangers. They may frequently say very tactless things without realizing the effect they are having. They often do not read facial expressions and are oblivious to whether someone is angry or upset with them. They may kiss classmates at an age where this is no longer appropriate. They may make unusual sounds in public. They may be insatiable in their activities, not knowing when to stop in the way another child of their age would. Although such behaviour may be apparent to all who meet the child, the people who are most likely to notice it are the child’s peers. With them, the child often sticks out like a sore thumb. This is something that may not be apparent if the child is only observed in a one-to-one relationship at a clinic.

Theories of causation

1993 ◽  
Author(s):  
Mark Selikowitz
Keyword(s):  
Learning Difficulties ◽  
Fundamental Aspect ◽  
Close Relative ◽  
Learning Difficulty ◽  
Number Of Factors ◽  
Natural Tendency ◽  
One Step ◽  
Definition Of ◽  
Specific Learning

In the definition of specific learning difficulties in the first chapter I emphasized that the delay in learning must be ‘unexplained’. It is, therefore, explicit in the definition that the cause of specific learning difficulties is presently unknown. There are few things more frustrating for a doctor to say, or for a parent to hear, than that the cause of a child’s condition is unknown. There is a natural tendency in such situations to alleviate this discomfort by guessing the cause. This is not necessarily bad, as it is by developing theories and devising experiments to test them that our knowledge advances. But the danger is that in our desire to know the cause with certainty, we may come to believe in a theory so strongly that we think of it as a fact. Theories about specific learning difficulties abound. Most are based on the assumption that there is some impairment of brain function. These theories are not mutually exclusive, since each may explain one step in the chain of events that gives rise to specific learning difficulties, as shown in Figure 3.1. Let us look at these theories one by one. These theories attempt to explain the most fundamental aspect of the condition: its primary cause. It is unlikely that a single factor can be responsible for a specific learning difficulty. Rather, it seems that a number of factors must act together. Such causation is known as ‘multifactorial’. There have been two groups of factors that have been suggested in the causation of specific learning difficulties: genetic factors and environmental factors. There is strong evidence for a genetic factor playing a role in the causation of specific learning difficulties. A number of studies have shown that children with specific learning difficulties are more likely to have a close relative with the same specific learning difficulty. No consistent pattern of inheritance has been described: sometimes it seems to be inherited from the mother, at other times from the father. For all types of such learning difficulty, boys outnumber girls by about three to one.

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