RESUMEN
The neuropsychological investigation of learning disabilities has contributed much toward a more complete understanding of how the hemispheres are functionally organized and how differences in this functional organization may affect differential patterns of learning and behavior. It has been suggested that right-hemisphere dysfunction increases the likelihood of difficulty with attention/concentration and of overactive behavior, and interferes with arithmetic calculation more readily than reading and spelling. The present study examined the influence of right-versus left-hemisphere neuropsychological dysfunction on academic achievement and attention using two groups of children with learning disabilities and a group of nondisabled children. Results provide limited support for the hypothesis that the right hemisphere subserves attention and concentration. No support was found for the hypothesis that right-hemisphere deficits are more frequently associated with deficient arithmetic calculation, as opposed to reading and spelling performance. Results are discussed in the context of previous research on right-hemisphere dysfunction and learning disabilities.
Asunto(s)
Trastorno por Déficit de Atención con Hiperactividad/diagnóstico , Dominancia Cerebral , Discapacidades para el Aprendizaje/diagnóstico , Rendimiento Escolar Bajo , Pruebas de Aptitud , Trastorno por Déficit de Atención con Hiperactividad/fisiopatología , Niño , Femenino , Humanos , Masculino , Estudios ProspectivosRESUMEN
Neuropsychological functioning of children with sickle cell anemia (HbSS) who have experienced a single stroke has not been extensively investigated. In this study, the neuropsychological functioning of 10 children with HbSS who were receiving transfusion therapy following stroke with no identifiable recurrence was examined. The patients were subgrouped into children with only left hemisphere stroke (LCI), N = 4, and those with only right hemisphere stroke (RCI), N = 6. Results indicated that these youngsters experienced significant impairments of cognitive functioning following stroke. It was found that the LCI and RCI children tended to perform more like adult stroke patients than what has been typically reported in children with infantile hemiplegia. These findings support the need for periodic neuropsychological evaluation following stroke in order to identify patterns of higher cortical dysfunction and assist in the development of appropriate rehabilitation and special education programs. Further, pediatricians, child neurologists, and psychologists who care for these children must act as strong advocates on their behalf in order to ensure that they receive appropriate rehabilitation and the special education services necessary for maximal recovery and future educational success.
Asunto(s)
Anemia de Células Falciformes/complicaciones , Trastornos Cerebrovasculares/complicaciones , Trastornos del Conocimiento/etiología , Adolescente , Análisis de Varianza , Estudios de Casos y Controles , Trastornos Cerebrovasculares/clasificación , Niño , Trastornos del Conocimiento/diagnóstico , Femenino , Humanos , Masculino , Pruebas Neuropsicológicas , Escalas de WechslerRESUMEN
Different groups of researchers have ascribed different roles and functions to the right cerebral hemisphere. In particular, it has been suggested that right hemisphere dysfunction interferes with the prosodic aspects of language. The present study examined this hypothesis using two groups of children identified through neuropsychological evaluation as having left or right hemisphere dysfunction and a control group of normal children. Specifically, the performances of the three groups on measures of receptive prosody were compared. Results provided support for the hypothesis that, in children, the right hemisphere subserves functions related to the prosodic aspects of language. Conclusions are interpreted in the context of previous research on right hemisphere language functions in children and implications for future research are discussed.
