The Hypothesis of Unexplained Brain Damage and Learning Difficulties

Theofilidis Antonis

doi:10.31579/2578-8868/165

Abstract

Introduction: The term learning disabilities refers to a complex and multidimensional phenomenon that affects many thousands of students. Due to the rich symptomatology of learning difficulties and the increased differences between individuals, it has not been possible to analyze all cases exclusively from the perspective of the neuropsychological approach. Aim. The aim of this study was to present research conducted in the context of theories on the brain function of people with learning disabilities. Supporting the hypothesis of brain dysfunction. Methodology: Literature review was carried out in the web, which referred to researches on Special Learning Disabilities and the brain function associated with them. Results: Review of the literature highlighted key points of the relationship between learning difficulties and brain function. Brain dysfunction and the cognitive functions produced emerged as one of the key factors involved in learning disabilities. Many of the theories developed around the problems of children with learning disabilities have focused on specific areas of the brain that may be dysfunctional. Conclusions: The difficulty of locating obvious brain damage in individuals who have been characterized as dyslexic leads to the strengthening of the hypothesis of the existence of a slight or minimal brain damage that cannot be easily diagnosed and strengthens the hypothesis of an unexplained brain damage that could be heterogeneous groups of learning disabilities.

Highlights

The term learning disabilities refers to a complex and multidimensional phenomenon that affects many thousands of students
When there is no evidence of brain damage, the term minimal brain dysfunction is sometimes used, especially by doctors
Some scientists claim that dyslexia is due to brain damage, which is either inherited or caused by illness or injury

Summary

Introduction

The term learning disabilities refers to a complex and multidimensional phenomenon that affects many thousands of students. The one-factor approach, otherwise known as the neurological-biological perspective or medical model of interpreting the phenomenon that is basically one-factor, explores how the brain processes information and, the points at which children with learning disabilities differ from the whole to the learning processes (eg structure and function of the brain, etc.) It focuses, on specific areas or parts of the brain that are intertwined with the individual's language development (Renterıa, 2012). Critchley (1964), in a related study, argues that mixed ribs, without clear traces of brain dominance, can be considered as a more important causative factor of dyslexia This hypothesis is supported by several researchers, including Cohen and Breolin (1984), Landwehrmeyer et al (1990) and Brunswick and Rippon (1994), where in their study through provocative potential for examining transnational differences between normal and problem readers, reported results of greater symmetry in problem readers to a greater extent than in normal readers. Innovative research by Galaburda (1985) and his colleagues has revealed significant abnormalities that affect the left temporal-parietal region, such as neuronal ectopias, architectural (cellular) malformations, and a cerebral symmetry in the temporal temporal area (planum tempora). Hernandez, 2013)

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Conclusion