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Neuropsychological Differences Among Students With Learning Difficulties, Without Learning Difficulties, and With High Capacity

Neuropsychological Differences Among Students With Learning Difficulties, Without Learning... Progress in applied neuroscience and neuropsychology in the educational context has revealed efficient methodologies for preventing academic failure and developing the potential of students. The aim of this work is to adopt a neuropsychological perspective to study learning‐related differences between students with learning difficulties (LD), without LD, and with high capacity. We evaluated visual, auditory, motor, touch, writing, language, and memory functionality in 156 students between 5 and 8 years of age. The results of the 3 × 4 factorial analysis (p < .01) and the effect size (η2p) indicate a medium‐large interaction effect between the three groups of subjects and the school year (most of the students with LD have lower scores in the neuropsychological areas evaluated than students with high abilities). These findings also hint at novel research areas for preventing academic failure and developing student capacities from a neuropsychological perspective based on basic cognitive functions. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Mind, Brain, and Education Wiley

Neuropsychological Differences Among Students With Learning Difficulties, Without Learning Difficulties, and With High Capacity

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Publisher
Wiley
Copyright
"Journal Compilation © 2019 International Mind, Brain, and Education Society and Blackwell Publishing, Inc."
ISSN
1751-2271
eISSN
1751-228X
DOI
10.1111/mbe.12184
Publisher site
See Article on Publisher Site

Abstract

Progress in applied neuroscience and neuropsychology in the educational context has revealed efficient methodologies for preventing academic failure and developing the potential of students. The aim of this work is to adopt a neuropsychological perspective to study learning‐related differences between students with learning difficulties (LD), without LD, and with high capacity. We evaluated visual, auditory, motor, touch, writing, language, and memory functionality in 156 students between 5 and 8 years of age. The results of the 3 × 4 factorial analysis (p < .01) and the effect size (η2p) indicate a medium‐large interaction effect between the three groups of subjects and the school year (most of the students with LD have lower scores in the neuropsychological areas evaluated than students with high abilities). These findings also hint at novel research areas for preventing academic failure and developing student capacities from a neuropsychological perspective based on basic cognitive functions.

Journal

Mind, Brain, and Education – Wiley

Published: Sep 1, 2018

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