Neuro-Cognitive Functioning in Children with Learning Difficulties.
Artículo
en Inglés
| IMSEAR
| ID: sea-158991
ABSTRACT
Learning difficulties can occur due to complex interplay of factors that may reside in the child’s own constitution, temperament and cognitive abilities and/or in the background and quality of child’s schooling and/ or in family related factors that affect interactions and emotional well being of the child. Aims & Objectives:
To study the neuro-cognitive functioning of children with learning difficulties .Method:
Forty children studying in English medium schools in Delhi from Grade 2nd to 5th who were reported to be having learning difficulties. The children were divided into two groups (n=20, each.) One of the groups had children having learning disability. The other group had children with learning difficulties but without any diagnosable psychiatric/ emotional/ behavioural problems. All children were assessed for their intelligence, scholastic performance (on three basic subjects- Hindi, English and Mathematics)); Sustained attention; Verbal Working Memory, Visual Learning and Memory; Verbal Learning and Memory , Verbal Comprehension, Visuo-Constructive Ability and Visuo-Conceptual Skills.Conclusions:
Both the groups had impairment in assessed neuro-cognitive skills. Children with learning disability had significantly poorer performance on tasks of sustained attention, visual memory and learning , delayed recall and visuo constructive skills. There were no differences among children on other assessed functions.
Texto completo:
Disponible
Índice:
IMSEAR (Asia Sudoriental)
Asunto principal:
Escalas de Valoración Psiquiátrica
/
Instituciones Académicas
/
Humanos
/
Niño
/
Trastornos del Conocimiento
/
India
/
Discapacidades para el Aprendizaje
País/Región como asunto:
Asia
Idioma:
Inglés
Año:
2009
Tipo del documento:
Artículo
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