期刊论文详细信息
【 摘 要 】
Learning may be defined as a central nervous system process in which a varied amount of permanent changes is produced that affect function or behavior; these changes improve adaptation of an individual to its milieu as a response to an environmental action.1There is no consensus on the identification of learning disabilities. This is due in part to the complexity of this phenomenon, evidenced by the absence of a single variable that could be identified as the primary source of learning disabilities.2 There is a consensus that in all of the definitions of learning disabilities there is a description of one or more altered language-related processes.3,4 The term learning disabilities is a non-specific expression for a heterogeneous group of disorders that manifest as a significant difficulty to acquire and to use oral comprehension, speech, reading and writing abilities, reasoning and mathematical abilities.5 These disorders are intrinsic to each individual, possibly due to a central nervous system disorder, and may occur throughout life. Self-regulating behavior problems, lack of social perception and interaction difficulties may coexist with learning disabilities, although not in themselves learning problems. Furthermore, although learning disabilities may occur concomitantly with conditions such as sensory loss, mental retardation and severe emotional disorders or with extrinsic influences such as cultural differences and inadequate or insufficient instruction, learning disabilities are not a consequence of these conditions or influences.5Attention is a multidimensional construct referring to a variety of relations between environmental stimuli and behavioral tasks and responses.6 Selective attention involves focusing on some mental activity to the detriment of others.7 In this【 授权许可】
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RO201912050602600ZK.pdf | 193KB | download |