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Editorial: Is there a core deficit in specific learning disabilities? / A. LERVAG in Journal of Child Psychology and Psychiatry, 62-6 (June 2021)
[article]
Titre : Editorial: Is there a core deficit in specific learning disabilities? Type de document : Texte imprimé et/ou numérique Auteurs : A. LERVAG, Auteur Article en page(s) : p.677-679 Langues : Anglais (eng) Mots-clés : Child Developmental Disabilities Dyscalculia/diagnosis Dyslexia/diagnosis Humans Mathematics Developmental disorders dyscalculia dyslexia specific learning disabilities Index. décimale : PER Périodiques Résumé : Difficulties with learning mathematics and learning to read have for a long time been categorised into diagnostic categories like dyscalculia and dyslexia. This categorization has been based on ideas that some core deficits underlie and cause the difficulties. However, no clear and sufficient core deficit has been found for these difficulties and no qualitative differences has been identified distinguishing those assigned to the diagnoses from people not assigned to the diagnoses - thus, the diagnostic cut-offs are arbitrary. In addition, several of the factors associated with one disorder are also associated with other disorders. These issues favour a multi-factored view of the diagnoses that have implication for both clinical practice and research. En ligne : http://dx.doi.org/10.1111/jcpp.13434 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=455
in Journal of Child Psychology and Psychiatry > 62-6 (June 2021) . - p.677-679[article] Editorial: Is there a core deficit in specific learning disabilities? [Texte imprimé et/ou numérique] / A. LERVAG, Auteur . - p.677-679.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 62-6 (June 2021) . - p.677-679
Mots-clés : Child Developmental Disabilities Dyscalculia/diagnosis Dyslexia/diagnosis Humans Mathematics Developmental disorders dyscalculia dyslexia specific learning disabilities Index. décimale : PER Périodiques Résumé : Difficulties with learning mathematics and learning to read have for a long time been categorised into diagnostic categories like dyscalculia and dyslexia. This categorization has been based on ideas that some core deficits underlie and cause the difficulties. However, no clear and sufficient core deficit has been found for these difficulties and no qualitative differences has been identified distinguishing those assigned to the diagnoses from people not assigned to the diagnoses - thus, the diagnostic cut-offs are arbitrary. In addition, several of the factors associated with one disorder are also associated with other disorders. These issues favour a multi-factored view of the diagnoses that have implication for both clinical practice and research. En ligne : http://dx.doi.org/10.1111/jcpp.13434 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=455 Effortful and Automatic Information Processing in Boys with ADHD and Specific Learning Disorders / Philip L. HAZELL in Journal of Child Psychology and Psychiatry, 40-2 (February 1999)
[article]
Titre : Effortful and Automatic Information Processing in Boys with ADHD and Specific Learning Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Philip L. HAZELL, Auteur ; Vaughan J. CARR, Auteur ; Terry J. LEWIN, Auteur ; Sally A. M. DEWIS, Auteur ; Diane M. HEATHCOTE, Auteur ; Belinda M. BRUCKI, Auteur Année de publication : 1999 Article en page(s) : p.275-286 Langues : Anglais (eng) Mots-clés : Attention deficit disorder specific learning disabilities visual processing cognition motivation information integration theory Index. décimale : PER Périodiques Résumé : Boys with Attention Deficit Hyperactivity Disorder (ADHD, N = 50), Specific Learning Disorder (LD, N = 45), combined Specific Learning Disorder and ADHD (LD/ADHD, N = 25), and controls (N = 51) completed effortful and automatic information processing tasks based on Treisman and Gelade's (1980) “information integration theory”. ADHD and LD/ADHD subjects did not differ from controls at baseline or under feedback and reward conditions, suggesting that they were investing similar levels of mental effort in the tasks. The LD group had a superior performance in the effortful task and an inferior performance in the automatic task compared with the other groups at baseline. The data suggest a potential method of distinguishing primary LD from learning difficulties that occur secondary to ADHD. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=124
in Journal of Child Psychology and Psychiatry > 40-2 (February 1999) . - p.275-286[article] Effortful and Automatic Information Processing in Boys with ADHD and Specific Learning Disorders [Texte imprimé et/ou numérique] / Philip L. HAZELL, Auteur ; Vaughan J. CARR, Auteur ; Terry J. LEWIN, Auteur ; Sally A. M. DEWIS, Auteur ; Diane M. HEATHCOTE, Auteur ; Belinda M. BRUCKI, Auteur . - 1999 . - p.275-286.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 40-2 (February 1999) . - p.275-286
Mots-clés : Attention deficit disorder specific learning disabilities visual processing cognition motivation information integration theory Index. décimale : PER Périodiques Résumé : Boys with Attention Deficit Hyperactivity Disorder (ADHD, N = 50), Specific Learning Disorder (LD, N = 45), combined Specific Learning Disorder and ADHD (LD/ADHD, N = 25), and controls (N = 51) completed effortful and automatic information processing tasks based on Treisman and Gelade's (1980) “information integration theory”. ADHD and LD/ADHD subjects did not differ from controls at baseline or under feedback and reward conditions, suggesting that they were investing similar levels of mental effort in the tasks. The LD group had a superior performance in the effortful task and an inferior performance in the automatic task compared with the other groups at baseline. The data suggest a potential method of distinguishing primary LD from learning difficulties that occur secondary to ADHD. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=124 The Psychological Development of Children from Belarus Exposed in the Prenatal Period to Radiation from the Chernobyl Atomic Power Plant / Y. KOLOMINSKY in Journal of Child Psychology and Psychiatry, 40-2 (February 1999)
[article]
Titre : The Psychological Development of Children from Belarus Exposed in the Prenatal Period to Radiation from the Chernobyl Atomic Power Plant Type de document : Texte imprimé et/ou numérique Auteurs : Y. KOLOMINSKY, Auteur ; S. IGUMNOV, Auteur ; V. DROZDOVITCH, Auteur Année de publication : 1999 Article en page(s) : p.299-305 Langues : Anglais (eng) Mots-clés : Emotional disorder specific learning disabilities prenatal radiation social factors education Index. décimale : PER Périodiques Résumé : This study examined psychological development in 138 children at the age of 6–7 and 10–11 years, who had suffered prenatal radiation exposure at the time of the Chernobyl accident in 1986. These children were compared to a control group of 122 children of the same age from noncontaminated areas of Belarus. The examination included neurological and psychiatric examination, intellectual assessment, and clinical psychological investigation of parents as well as the estimation of thyroid exposure in utero. The exposed group manifested a relative increase in psychological impairment compared with the control group, with increased prevalence in cases of specific developmental speech-language disorders (18.1% vs. 8.2% at 6–7 years; 10.1% vs. 3.3% at 10–11 years) and emotional disorders (20.3% vs. 7.4% at 6–7 years; 18.1% vs. 7.4% at 10–11 years). The mean IQ of the exposed group was lower than that of the control group, and there were more cases of borderline IQ (IQ = 70–79) (15.9% vs. 5.7% at 6–7 years; and 10.1% vs. 3.3% at 10–11 years). The mean value of thyroid doses from 131 I 0.4 Gy was estimated for children exposed in utero. No correlation was found between individual thyroid doses and IQ at age 6–7 years or 10–11 years. We notice a positive moderate correlation between IQ of children and the educational level of their parents. There was a moderate correlation between high personal anxiety in parents and emotional disorders in children. We conclude that a significant role in the genesis of borderline intellectual functioning, specific developmental disorders of speech, language and scholastic skills, as well as emotional disorders in the exposed group of children was played by unfavourable social-psychological and social-cultural factors such as a low educational level of parents, the break of microsocial contacts, and adaptational dificulties, which appear following the evacuation and relocation from the contaminated areas. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=124
in Journal of Child Psychology and Psychiatry > 40-2 (February 1999) . - p.299-305[article] The Psychological Development of Children from Belarus Exposed in the Prenatal Period to Radiation from the Chernobyl Atomic Power Plant [Texte imprimé et/ou numérique] / Y. KOLOMINSKY, Auteur ; S. IGUMNOV, Auteur ; V. DROZDOVITCH, Auteur . - 1999 . - p.299-305.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 40-2 (February 1999) . - p.299-305
Mots-clés : Emotional disorder specific learning disabilities prenatal radiation social factors education Index. décimale : PER Périodiques Résumé : This study examined psychological development in 138 children at the age of 6–7 and 10–11 years, who had suffered prenatal radiation exposure at the time of the Chernobyl accident in 1986. These children were compared to a control group of 122 children of the same age from noncontaminated areas of Belarus. The examination included neurological and psychiatric examination, intellectual assessment, and clinical psychological investigation of parents as well as the estimation of thyroid exposure in utero. The exposed group manifested a relative increase in psychological impairment compared with the control group, with increased prevalence in cases of specific developmental speech-language disorders (18.1% vs. 8.2% at 6–7 years; 10.1% vs. 3.3% at 10–11 years) and emotional disorders (20.3% vs. 7.4% at 6–7 years; 18.1% vs. 7.4% at 10–11 years). The mean IQ of the exposed group was lower than that of the control group, and there were more cases of borderline IQ (IQ = 70–79) (15.9% vs. 5.7% at 6–7 years; and 10.1% vs. 3.3% at 10–11 years). The mean value of thyroid doses from 131 I 0.4 Gy was estimated for children exposed in utero. No correlation was found between individual thyroid doses and IQ at age 6–7 years or 10–11 years. We notice a positive moderate correlation between IQ of children and the educational level of their parents. There was a moderate correlation between high personal anxiety in parents and emotional disorders in children. We conclude that a significant role in the genesis of borderline intellectual functioning, specific developmental disorders of speech, language and scholastic skills, as well as emotional disorders in the exposed group of children was played by unfavourable social-psychological and social-cultural factors such as a low educational level of parents, the break of microsocial contacts, and adaptational dificulties, which appear following the evacuation and relocation from the contaminated areas. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=124 Book Reviews in Journal of Child Psychology and Psychiatry, 40-2 (February 1999)
[article]
Titre : Book Reviews Type de document : Texte imprimé et/ou numérique Année de publication : 1999 Article en page(s) : p.309 Langues : Anglais (eng) Mots-clés : Emotional disorder specific learning disabilities prenatal radiation social factors education Index. décimale : PER Périodiques Résumé : Books reviewed in this article:
Patricia Howling, Autism: Preparing for Adulthood
C. Cull & L. H. Goldstein, The Clinical Psychologist's Handbook of Epilepsy: Assessment and Management
Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=124
in Journal of Child Psychology and Psychiatry > 40-2 (February 1999) . - p.309[article] Book Reviews [Texte imprimé et/ou numérique] . - 1999 . - p.309.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 40-2 (February 1999) . - p.309
Mots-clés : Emotional disorder specific learning disabilities prenatal radiation social factors education Index. décimale : PER Périodiques Résumé : Books reviewed in this article:
Patricia Howling, Autism: Preparing for Adulthood
C. Cull & L. H. Goldstein, The Clinical Psychologist's Handbook of Epilepsy: Assessment and Management
Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=124