Tag Archives: Learning

Learning Disabilities and IQ

There seems to be a certain stigma we may encounter in school. People seem to associate poor grades and/or learning disabilities with having a low IQ. In reality, there are so many people who have accomplished such incredible things, even geniuses, who struggled in school and even dropped out because of it. Albert Einstein, for example, had learning disabilities and is still one of the most influential geniuses there is. In actuality, people with learning disabilities have average or above average IQ’s.

A learning disability is not a problem with intelligence or motivation. The brain is simply wired differently in a way that can make receiving and processing information more difficult. This can lead to problems with reading, writing, speaking, mathematics, listening, and concentrating. There are several examples of learning disabilities. Dyslexia involves trouble understanding written words while Dyscalculia is difficulty with math. Also there is dysgraphia, a writing disability in which a person finds it hard to form letter or write within a defined space. These are only a few of the many types of learning disabilities there are. Many people with learning disabilities may do poorly in school as a result to these difficulties and may suffer with lower self-esteem or depression as a result.

little boy tired of reading

MRI studies have shown that there are brain differences in students with learning disabilities. These studies have found that the brain area involving matching sounds and letters is compromised in children with learning disorders. Also, FMRI studies show that frontal brain regions are important for high fluency levels in reading. More fluent readers have more active frontal regions of the brain than children with learning problems. Children with learning problems often show more activity in other parts of the brain while reading than others, like the parietal and occipital lobes.

There is a lot of evidence to suggest that people with learning disabilities actually have average or above average intelligence. In a study done on 415 adolescents that were learning disabled, results showed that 43 of theses adolescents had an IQ score of 120 or higher. There is usually a large discrepancy between their ability and their achievement. Studies indicate that as many as 33% of individual with learning disabilities are gifted. A study done at Yale University found that in individuals with dyslexia, IQ and reading ability did not correlate. Dyslexic individuals with high IQ often had a slow reading pace. So, as you can see, these studies support the idea that learning disabilities and IQ are separate in nature and one does not tell you something about the other.

IQReading_web

The most important information to take away form this is to debunk the myth that learning disabilities of any kind or attentional problems such as ADHD mean you are stupid or lazy by any means. Teachers and students need to be understanding of students who may not process and learn information the way that everyone else does. They also should understand that just because someone is struggling with school doesn’t mean they are stupid or are not trying. Having a learning disability shouldn’t stop anyone from achieving their goals. People with these disabilities have a high capacity for knowledge and should not let certain learning problems interfere. In reality, with hard work, any student with these disabilities can succeed.

smile book

Sources:

http://www.helpguide.org/articles/learning-disabilities/learning-disabilities-and-disorders.html

http://www.ncbi.nlm.nih.gov/pubmed/6833499

http://dyslexia.yale.edu/Research_IQReading.html

http://www.apa.org/education/k12/brain-function.aspx

http://www.ldonline.org/ldbasics/whatisld

http://www.ist.hawaii.edu/training/hiddendisabilities/15_common_myths.php

How do you know if a child has good language skills before they even understand language?

Language is arguably one of the most important cognitive abilities humans have. It is what allows us to communicate with one and other, convey emotions, and express emotions. That is why for cognitive psychology finding out what can impair a child’s ability to perform language skills is very important. The University of Chicago did a study to see if there are any indicators of future problems with learning language skills. First they looked at children from different economic statuses. In general, they found that economic status did not have an impact on future language capabilities. Although, they did find that how children learned language was different depending on their economic status. Then, they looked to see if they could predict language learning skills in infants based on the gestures they make. They videotaped children with their primary caregivers and were able to see that early gestures can be used to identify children with brain injuries that could lead to delay in language. The researchers also used what they saw to develop four hypotheses on language and learning development: early gestures can be a diagnostic for language delay, encouraging gestures can lead to children having a larger vocabulary when they start school, Diversified vocabulary use by caregivers can help children gain vocabulary and syntax, Specific word use can increase children’s understanding of numerical and special thinking. I think this article is interesting because it shows the importance of cognitive psychological study in the real world. It would make a huge difference in a child’s life if they can be identified as at risk of slow language learning before they can talk, this would allow them to get the help need immediately and not fall behind. Also, it would benefit any child if their parents understand the way to help them gain additional, more complex, language skills