262,753 research outputs found
Editorial: Time to Recognize Nonverbal Learning Disability to Foster Advances in Its Research
No full textThe definitions of most of the currently recognized neurodevelopmental disorders and the criteria used to identify them have seen important changes since their inclusion in diagnostic classification systems (see, for instance, how the definitions of specific learning disorders and autism spectrum disorder (ASD) have been revised in successive versions of DSM). As is the case with many other mental conditions, our understanding of neurodevelopmental disorders is continuously being updated in the light of new research findings. However, this has not been the case for nonverbal learning disability. More than 50 years since it was first described,1 there is still no consensus on the merits of identifying it as a separate disorder or using a clear and acknowledged diagnostic label. Instead of trying to establish why nonverbal learning disability has yet to be included in the diagnostic manuals, this editorial examines why recognized criteria for the condition would improve research in this field and avoid the negative consequences of continuing to conduct research without adopting shared criteria
The Importance of Defining Shared Criteria for the Diagnosis of Nonverbal Learning Disability
No full textThe interest in nonverbal learning disability (NVLD) has increased during the past several years. NVLD is a relatively unknown neurodevelopment disorder characterized by visuospatial difficulties, such as problems in learning or encoding through pictures, processing gestures or motor patterns, and orienting in space. Children with NVLD usually have good verbal abilities and a refined vocabulary but can develop emotional difficulties.1 The fact that NVLD is still nearly unknown is demonstrated by its absence in the international classification systems
Selective Spatial Working Memory Impairment in a Group of Children With Mathematics Learning Disabilities and Poor Problem-Solving Skills
No full textThis study examines visual and spatial working memory skills in 35 third to fifth graders with both mathematics learning disabilities (MLD) and poor problem-solving skills and 35 of their peers with typical development (TD) on tasks involving both low and high attentional control. Results revealed that children with MLD, relative to TD children, failed spatial working memory tasks that had either low or high attentional demands but did not fail the visual tasks. In addition, children with MLD made more intrusion errors in the spatial working memory tasks requiring high attentional control than did their TD peers. Finally, as a post hoc analysis the sample of MLD was divided in two: children with severe MLD and children with low mathematical achievement. Results showed that only children with severe MLD failed in spatial working memory (WM) tasks if compared with children with low mathematical achievement and TD. The findings are discussed on the basis of their theoretical and clinical implications, in particular considering that children with MLD can benefit from spatial WM processes to solve arithmetic word problems, which involves the ability to both maintain and manipulate relevant information
Nonverbal learning disability (developmental visuospatial disorder)
No full textNonverbal learning disability is a neurodevelopmental disorder with a core deficit in visuospatial processing with possibly associated problems in attention, motor, academic, and social skills, but without associated neurologic or genetic syndromes. The present chapter, after a brief historic overview of this disorder, will present fresh evidence that clearly shows neuropsychologic and neuroanatomical distinctions between children with nonverbal learning disability and those with other neurodevelopmental disorders. It ends with an attempt to find shared and valid diagnostic criteria. Acknowledging this disorder as a distinct diagnostic category will open up new research avenues with important scientific and clinical implications
Intelligenza e Psicopatologia dell'apprendimento
No full textL’articolo bersaglio di Cesare Cornoldi «Le basi cognitive dell’intelligenza» presenta numerosi spunti di riflessione riguardanti il costrutto psicologico di intelligenza. Il primo riguarda l’attenzione rivolta alle differenze individuali non solo in individui con sviluppo tipico, ma anche nella psicopatologia (dalle disabilità intellettive, fino ai disturbi specifici dell’apprendimento) e nell’invecchiamento, che, seppur complesse da analizzare, offrono delle potenziali ricadute applicative. Un secondo punto degno di nota riguarda la distinzione tra intelligenza di base ed intelligenza in uso che, calata nell’ambito dei disturbi specifici dell’apprendimento, consente di comprendere il motivo per cui a parità di quoziente intellettivo (QI), due bambini con la medesima diagnosi (ad es. Dislessia) possano avere una riuscita in ambito accademico, piuttosto che lavorativo da adulti, completamente differente
Spatial Perspective-Taking in Children With Autism Spectrum Disorders: The Predictive Role of Visuospatial and Motor Abilities
No full textDespite its impact on everyday functioning, spatial perspective-taking has rarely been investigated in autism spectrum disorders (ASD), and previous findings are surprisingly sparse and inconsistent. In the present study, we aimed to investigate spatial perspective-taking abilities in children and adolescents with ASD without intellectual disabilities, comparing them with a group of typically developing (TD) peers. Our objectives were: (i) to test similarities and differences between these groups in a spatial perspective-taking task; and (ii) to see whether similar or different underlying processes (i.e., fine and gross motor skills, and visuospatial abilities) might account for the groups’ performance in the spatial perspective-taking task. A group of children with ASD (N = 36) was compared with a TD group (N = 39), aged from 8 to 16 years. Participants were administered tasks assessing spatial perspective-taking, fine and gross motor skills, visuo-constructive abilities, visuospatial working memory, visual imagery, and mental rotation. Our results revealed that the ASD group had more difficulty with the spatial perspective-taking task than the TD group. The two groups also had some shared and some different processes that predicted their perspective-taking performance: a significant predictive effect of fine motor skills and visuospatial working memory emerged for both groups, while gross motor skills (i.e., walking heel-to-toe) and visuospatial imagery only revealed a role in the TD group. These findings suggest that different abilities might account for the two groups’ performance in the spatial perspective-taking task. Gross motor skills and complex visuospatial abilities seem to be more important in sustaining spatial perspective-taking ability in typical development than in the event of ASD. Some of the clinical and educational implications of these findings are discussed
Where Did I Put My Keys? - A ‘We' Intervention to Promote Memory in Healthy Older Adults: A Controlled Pilot Study
No full textBackground: Numerous behavioural studies have shown
that older adults have more difficulty in binding things together and have underlined the corresponding importance
of this function in everyday memory tasks. Objective: This
study was designed to test a new brief inter-dependent selfknowledge intervention on memory functions in aging.
Methods: Before engaging in a working memory task based
on binding objects and their locations, half of the participants read a series of paragraphs that focused on the individual self and were written in the first person singular ‘I’ ( independent self-knowledge), whereas the other half read
paragraphs that focused on the relational self and were written in the first person plural ‘We’ ( inter-dependent self-knowledge). Results: Results showed that older adults who were
trained with ‘We’ passages were more successful in remembering objects and their location compared to the group of
participants who were trained with ‘I’ passages. Conclusion:
These findings are discussed in terms of the role that social
factors may have in favouring memory functions in aging
and delineate a new cognitive clinical protocol based on an
inter-dependent self-knowledge approach
The Processes Underlying Positive Illusory Bias in ADHD: The Role of Executive Functions and Pragmatic Language Skills
No full textObjective: Children with ADHD often show a positive illusory bias (PIB), reporting an extremely positive idea of their own competence, despite their difficulties. The mechanisms underlying this phenomenon are still poorly understood. In the present study, we examined social PIB and investigated the role of executive functions (EFs) and pragmatic language (PL). Method: Forty-one children with ADHD and 42 typically-developing children matched on age, IQ, and receptive language were administered measures of social competence, EFs and PL. The parents were also asked to estimate their child’s social competence. Results: There was evidence of social difficulties and PIB in children with ADHD. Only PL, not EFs, seemed to mediate the association between ADHD and PIB. Conclusion: Our findings suggest that PL abilities should be considered in efforts to improve self-perception in children with ADHD
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