Learning Difficulties Research Articles

Difficulty in artificial word learning impacts targeted memory reactivation and its underlying neural signatures.

Sleep associated memory consolidation and reactivation play an important role in language acquisition and learning of new words. However, it is unclear to what extent properties of word learning difficulty impact sleep associated memory reactivation. To address this gap, we investigated in 22 young healthy adults the effectiveness of auditory targeted memory reactivation (TMR) during non-rapid eye movement sleep of artificial words with easy and difficult to learn phonotactical properties. Here, we found that TMR of the easy words improved their overnight memory performance, whereas TMR of the difficult words had no effect. By comparing EEG activities after TMR presentations, we found an increase in slow wave density independent of word difficulty, whereas the spindle-band power nested during the slow wave up-states - as an assumed underlying activity of memory reactivation - was significantly higher in the easy/effective compared to the difficult/ineffective condition. Our findings indicate that word learning difficulty by phonotactics impacts the effectiveness of TMR and further emphasize the critical role of prior encoding depth in sleep associated memory reactivation.

Difficulty in artificial word learning impacts targeted memory reactivation and its underlying neural signatures

Sleep associated memory consolidation and reactivation play an important role in language acquisition and learning of new words. However, it is unclear to what extent properties of word learning difficulty impact sleep associated memory reactivation. To address this gap, we investigated in 22 young healthy adults the effectiveness of auditory targeted memory reactivation (TMR) during non-rapid eye movement sleep of artificial words with easy and difficult to learn phonotactical properties. Here, we found that TMR of the easy words improved their overnight memory performance, whereas TMR of the difficult words had no effect. By comparing EEG activities after TMR presentations, we found an increase in slow wave density independent of word difficulty, whereas the spindle-band power nested during the slow wave up-states – as an assumed underlying activity of memory reactivation – was significantly higher in the easy/effective compared to the difficult/ineffective condition. Our findings indicate that word learning difficulty by phonotactics impacts the effectiveness of TMR and further emphasize the critical role of prior encoding depth in sleep associated memory reactivation.

Methylphenidate and Atomoxetine in Pregnancy and Possible Adverse Fetal Outcomes: A Systematic Review and Meta-Analysis.

Attention-deficit/hyperactivity disorder (ADHD) is one of the most common neurobehavioral disorders, and it afflicts about 7% of young people. As a consequence, many young women might be pregnant while taking medication for ADHD, but data about safety have not yet been strictly examined. To examine adverse effects in offspring of mothers receiving treatment with atomoxetine and methylphenidate during pregnancy. Electronic databases (PubMed, Embase, and PsycINFO) were searched for articles published through December 31, 2023, with the following search terms: (atomoxetine OR methylphenidate) AND (pregnancy). Observational studies (eg, cohort studies, case-control studies, case-crossover studies, cross-sectional studies, and registry-based studies) that reported offspring outcomes in pregnancy with atomoxetine and/or methylphenidate and in mothers with ADHD but unexposed to ADHD treatment during pregnancy or from the general population were included. Ten studies of 656 records satisfied criteria. Two independent reviewers performed data extraction according to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines. Meta-analyses were conducted based on reported odds ratios (ORs) and corresponding 95% CIs using a linear random effects model. Each study was inversely weighted by the reported variance of the estimators. Risk of publication bias and analysis of heterogeneity through univariate and multivariate metaregressions were also rated. Data were analyzed from January to March 2024. Study outcomes included miscarriages and congenital anomalies. Ten studies involving 16 621 481 pregnant women, 30 830 of them affected by ADHD, were included. Congenital anomalies or miscarriages were not more frequent in offspring of mothers receiving treatment with methylphenidate or atomoxetine during pregnancy compared with unexposed offspring (OR, 1.14; 95% CI, 0.83-1.55; P = .41; I2 = 8% for congenital anomalies; OR, 1.01; 95% CI, 0.70-1.47; P = .96; I2 = 0% for miscarriages) or compared with the general population (OR, 1.19; 95% CI, 0.93-1.53; P = .16; I2 = 74% for congenital anomalies; OR, 1.05, 95% CI, 0.81-1.37; P = .70; I2 = 0% for miscarriage). Evidence from this meta-analysis, which involves a substantial sample of pregnant women with and without ADHD, suggests the maintenance of methylphenidate or atomoxetine during pregnancy is safe, given that congenital anomalies and miscarriages did not appear to significantly increase. Further studies are recommended to support and confirm these findings.

A Comprehensive Investigation of Social Anxiety and Social Evaluative Stress in Autistic Children and Adolescents and Specific Learning Disorders.

The aim was to investigate trait social anxiety and social evaluative stress in autistic children and adolescents and Specific Learning Disorders (SLD). This was done by evaluating behavioral, subjective, and autonomic responses to the Trier Social Stress Test (TSST). Study 1 included 280 children and adolescents: 60 autistic without intellectual disability (ID), 70 SLD, and 150 non-diagnosed (ND) peers. Study 2 involved 55 participants: 15 autistic without ID, 15 SLD, and 20 ND. The sample was predominantly male. In Study 1, behavioral (quality of public speech) and subjective (valence, arousal, perceived competence, and worries) aspects of social stress were examined. Study 2 expands upon the first study, as physiological responses to social stress were also measured. Trait social anxiety was investigated using both parents' and children's reports in the two studies. Parents of autistic participants and with SLD reported higher trait social anxiety in their children than the parents of ND. No differences emerged from the participants' self-reports, though those autistic and with SLD were assigned lower scores in the public speech quality than ND. Autistic children and adolescents reported lower arousal and higher perceived competence than ND, while those with SLD reported a lower perception of competence. Autistic participants had a decreased cardiac reactivity across the TSST when compared to SLD and ND. Our findings show unique patterns of responses within each group, confirming that the combined investigation of trait anxiety and social stress responses could be a valuable insight in research and clinical practice.

Pre-service teachers’ pedagogical knowledge and attitudes towards slow learner students

The pedagogical knowledge and acceptance of pre-service teachers towards slow learner students contribute to the implementation of inclusive education in regular schools. This study investigates the level of knowledge and acceptance pre-service teachers have in applying effective teaching strategies for students with slower learning needs. The participants of this study were 187 students at a private university in. This research is ex-post facto research. The research instrument used was a pedagogical knowledge test and attitude questionnaire. The data obtained were analyzed using correlation analysis, and t-test, to determine the relationship between pedagogical knowledge and attitudes towards slow learner students. The finding reveals that there was a positive relationship between pedagogical knowledge and attitudes towards slow learners, but the correlation between the two is not strong, in the medium category. Pre-service teachers gain pedagogical knowledge from inclusive education courses. Pre-service teachers also form a positive attitude towards slow learner students because of their experience interacting with slow learner students. A strong correlation between the variables in this study suggests that pre-service teachers' pedagogical knowledge has a limited impact on their attitudes toward slow learners. This highlights the need for improved training in effective teaching strategies for slow learners.

Identification of Slow Learner with Proposed Innovative NDLI Resources Utilization Approach

The National Digital Library of India (NDLI) is National Mission on Education set by Ministry of Education of Govt. of India. It is developed, operated, and maintained by Indian Institute of Technology Kharagpur. It is intended to provide education for all through integrated knowledge base ranging from school level to researcher’s level considering different languages and easily available at the fingertips. The SWOT analysis of contents of NDLI portal is done in this paper. Authors proposed new pedagogy to map the contents of various engineering branches available on NDLI portal with university curriculum to achieve the course outcomes (CO). The analysis of student’s results through quizzes and tests is used for identification of slow, medium, and fast learners of different courses.

A Systematic Review of the Influence of Aquatic Exercises on the Physical and Psychological Health of Children with Autism Spectrum Disorder

Background: Children with Autism Spectrum Disorder (ASD) show significant motor deficits and behavioral dysfunctions, as part of their clinical manifestations. Also, these children are facing important difficulties in social learning, which negatively impacts their adjustment to society’s requirements. Apart from other modes of exercise, aquatic exercises may be more attractive to children. Aquatic exercises have been shown to have a beneficial effect on gross motor skills and executive functions in children with ASD. Aim: To study the influence of aquatic exercises on the physical and psychological health of children with ASD. Methods: Researchers used the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines for reporting systematic reviews and meta-analyses. Researchers looked for articles on PubMed, Google Scholar, and by manual search. Searched articles were screened for relevancy. Potential articles were selected using inclusion and exclusion criteria. Results: Out of the 231 articles, four studies were included in the current systematic review. The age of participants ranged from 3−15 years. Overall, included studies found improvements in various aspects of gross motor and executive functions by aquatic exercise in children with ASD. Conclusion: Aquatic exercises can provide health benefits to children with ASD. Aquatic exercises can be useful as a part of therapy in children with ASD. There is wide scope for further studies to evaluate the beneficial effects of aquatic exercises.

The Level of the Five Major Personality Factors Among Students with Learning Disabilities

Objectives: This study aimed to assess the levels of the five major personality factors among students with learning disabilities in the first semester of the 2024/2023 academic year. Theoretical Framework: Grounded in the Big Five personality theory, the research explores how personality traits relate to the experiences of students facing learning difficulties, with implications for educational outcomes and personal development. Method: A descriptive analytical approach was employed, involving a sample of 156 randomly selected students with learning disabilities from Ajloun schools. A validated tool was developed to measure the five major personality factors, ensuring reliability and validity. Results and Discussion: The findings revealed that the mean scores across the five personality factors indicated a low overall degree of personality development. Additionally, no statistically significant differences were observed based on gender in any of the personality domains. These results suggest that students with learning disabilities may experience challenges in personality development, potentially affecting their social interactions and academic performance. Research Implications: The study highlights the need for targeted educational programs aimed at enhancing personality development among students with learning disabilities. Such initiatives could mitigate learning challenges and promote overall well-being. Originality/Value: This research contributes to the limited literature on the intersection of personality traits and learning disabilities, emphasizing the importance of personality development in educational settings.

Using the ibsr technique as a psychological intervention to alleviate student stress in biology learning: Impacts on motivation, knowledge construction, and cognitive anxiety

Learning difficulties are a common issue faced by students, with stress being a significant contributing factor. One psychological treatment that has been shown to effectively reduce stress is Inquiry-Based Stress Reduction (IBSR). The objective of this study is to integrate IBSR into a discovery learning strategy in Biology in the classroom, with the aim of increasing students' learning motivation and knowledge construction while reducing their learning difficulties and cognitive anxiety. This is quasi-experimental research that used a post-test non-equivalent control group design. The study involved 72 11th-grade science students from two different classes at one of the public high schools in Bandung City. One class, consisting of 36 students, received IBSR treatment, while the other class, also consisting of 36 students, did not. Both classes used a discovery learning framework for teaching. Data on motivation, learning difficulties, and cognitive anxiety were collected using a rating scale questionnaire with eight scales. Students' ability to construct knowledge was measured using the German Cognitive Load (GCL) instrument in the form of a written test with indicators taken from Mayer's cognitive taxonomy (2002) in the realm of understanding. The study found that incorporating IBSR techniques into learning strategies for the immune system material can reduce student stress and improve learning performance, motivation, and knowledge construction (GCL), while also decreasing learning difficulties and cognitive anxiety.

Bullying victimization in schools in the United Arab Emirates: a cross-sectional study

BackgroundDespite the implementation of antibullying policies, schools in the United Arab Emirates (UAE) witnessed an increase in bullying prevalence. The aim of our study was to assess bullying victimization in schools in the UAE, types of bullying, and factors and outcomes related to bullying behavior.MethodsA cross-sectional survey was conducted in randomly selected private and public schools in Al Ain City. A structured, self-administered questionnaire was used to collect data from students in grades 6–8 (Ages 10–15). We adapted the US CDC ‘Bully Survey’ for cultural relevance in the UAE through feedback from focus group meetings with teachers. Data analysis, conducted using R software, involved stratified analysis by school type and utilized Chi-Squared and Fisher’s exact tests to identify factors associated with school bullying.ResultsThe study sample consisted of 723 students of whom 68% were males, and 58% were Emirati nationals. The overall prevalence of bullying victimization in schools was 37%, with 40% in private schools and 35% in public schools. Cyberbullying was more prevalent in private schools (37%). Physical bullying was reported by 20% and verbal bullying by 12%, with a higher prevalence of physical bullying in private schools (24%) and among males (23%). The study’s findings showed significant emotional and academic impacts of bullying, including feelings of sadness and learning difficulties, contributing to a rise in school absenteeism.ConclusionsThe study reveals widespread bullying victimization in UAE schools, mainly in classrooms, with group exclusion and verbal abuse as key forms. It underscores bullying’s psychological impact and the greater awareness of parents compared to teachers. The effective intervention strategies should not only involve students, teachers, and school staff, but also actively engage parents by fostering stronger communication channels between schools and families, and providing parents with resources and training to recognize and address bullying. These strategies should aim to create a cohesive network involving the entire school community, thus fostering a safer and more inclusive environment for students. The findings stress the need for inclusive antibullying programs involving the entire school community to foster a safer environment.

Assessing cognitive flexibility in adaptive learning technologies for special education

This study used quantitative methods to examine the correlation between adaptive learning technology and cognitive flexibility in kids receiving special education. The study included a cohort of 120 kids, ages 8–12, who were diagnosed with particular learning difficulties, ADHD, or autism spectrum disorder. Cognitive flexibility was evaluated using the Wisconsin Card Sorting Test (WCST), while the utilization of adaptive learning technologies was quantified using self–report questionnaires. The data was analyzed using several statistical methods, such as independent samples t-tests, regression, Pearson correlation coefficients, ANOVA, and ANCOVA. The findings revealed a noteworthy and favorable correlation between the utilization of adaptive technology and the scores of cognitive flexibilities. This correlation remained significant even after accounting for demographic characteristics. Moreover, it was shown that the diagnostic status had a moderating effect on the correlation between the utilization of adaptive technology and cognitive flexibility. The results emphasize the capacity of adaptive learning technologies to improve cognitive flexibility abilities in kids with special needs, offering significant knowledge for educators, legislators, and technology developers.

Unravelling The Level and Factors of Listening Comprehension Anxiety in ESL Flipped Classroom Setting

Language anxiety has been an essential topic of discussion in English language learning since it acts as a filter that obstructs the learning process. Listening comprehension is the foundation to learning a target language thus, listening comprehension anxiety can have negative effects on second language (L2) learners’ performance. Meanwhile, flipped classroom model (FCM) has been introduced to facilitate language learning through the use of technological instruments in order to minimise language anxiety among L2 students. Hence, this study was conducted to examine the level of listening comprehension anxiety faced by L2 learners as well as factors influencing listening comprehension anxiety in flipped classrooms. The Foreign Language Listening Anxiety Scale (FLLAS) by Kim (2000) comprised of 33 items was adapted and used as the primary data collection instrument for this research. Ninety-three (n = 93) diploma students from UiTM Kelantan Branch who enrolled in the ELC121 (Integrated Language Skills I) course participated in the survey. Descriptive analysis was utilised to achieve the objectives of this study. The survey findings indicated that L2 learners experienced a moderate level of listening anxiety in a flipped classroom setting. This paper elaborates on the main area in which students are most anxious while listening to English text, that is the listening text and the strategies used. This finding will give educators some insights on how educational technology could be used to help reduce listening comprehension anxiety and eventually help L2 learners overcome their listening learning difficulties and improve their performance. Future studies are suggested to focus on listening comprehension anxiety experienced by male and female students as well as the comparison in listening comprehension anxiety faced by young and adult learners in flipped classroom setting.

Analysis of Student Learning Difficulties in Integrated Social Studies Subjects in Class VIII

The main problem in this study is the low understanding of class VIII UPTD SMP Neger 1 Gunungsitoli students related to Integrated Social Studies subjects. Learning difficulties have an impact on the activities of students in the classroom who tend to be passive and do not play an active role. The purpose of this study was to determine learning difficulties in social studies learning in students at UPTD SMPN 1 Gunungsitoli Utara. In this study researchers used qualitative research methods. The results of the research conducted, it is known that the factors that influence students' learning difficulties include internal and external factors. Internal factors include the minimal interest in learning of students and the low level of learning ability of students so that it affects low learning outcomes, as well as external factors which include lack of attention from parents and the way teachers teach that has not hit students. It can be concluded that students have difficulty learning social studies, caused by external and internal factors.

Metacognitive Functioning in Students with Learning Disabilities or Difficulties: A Systematic Literature Review

Dealing with the particularities of learners with learning disabilities or difficulties requires an understanding of the metacognitive functioning of these subjects. The aim of this work is to summarise the studies dealing with metacognitive functioning in students with learning disabilities or difficulties. For this reason, this research applied the systematic literature review method with the PRISMA (preferred reporting items for systematic reviews and meta-analysis) protocol. The research stages included identification, selection, eligibility and inclusion, so that studies must be indexed by Scopus between 2018 and 2023 and focus on metacognition in learners with learning disabilities or difficulties, the selection was carried out in two phases; an assessment of titles and abstracts, followed by a full analysis of the texts. The results reveal significant metacognitive disparities between students with learning disabilities and their typically developing peers. They use more surface strategies and fewer self-regulatory strategies, attach less importance to mastery, and avoid performance for fear of failure. They also have difficulty organising information, which affects their motivation. Interventions including cognitive and metacognitive strategies, techniques such as virtual reality and specific teaching improve learners’ ability to detect errors, self-regulate and develop essential skills in mathematics, reading and other areas. Future research should further explore these interventions to better understand their impact, taking into account aspects such as motivation and using rigorous methodological tools.

Pengembangan Integrasi Bangun Ruang Prisma Berbasis Etnomatika Terhadap Rumah Adat Joglo dengan Kemampuan Visualisasi Spacial pada Siswa Kelas V Sekolah Dasar

The background that prompted this research was the existence of factors in students' learning difficulties in understanding mathematics, especially in geometric material. The aim of the research is to determine the development stage and feasibility of integrating ethnomathematics-based prism spatial construction into Joglo traditional houses with spatial visualization abilities in fifth grade elementary school students. The research in this thesis uses Research and Development research using the ADDIE model. It can be concluded that the Omahku media based on ethnomathematics with visual spatial capabilities is a media that is suitable for use as a learning medium and of course can also be an alternative media used by teachers in mathematics lessons regarding spatial construction material. Based on the results of this research, the resulting learning media can provide suggestions that can be an alternative for teachers in learning, especially in building materials and can be combined with other learning resources.

Teaching a foreign language through ICT to students with dyslexia and attention deficit hyperactivity disorder (ADHD) and the role of ICTs

Students with learning disabilities are a heterogeneous group and exhibit particularities in the areas of perception, language, memory, attention and concentration, metacognition, self-regulation, motivation, behavior, social skills and emotional development. It is therefore important to identify these difficulties as early as possible, so that students can be helped in time by adapting teaching to their own needs. New technologies, already promising in a variety of fields, seem to be able to be used for the necessary differentiation of teaching, materials and assessment of students with learning difficulties such as dyslexia and ADHD.

Complications of excess weight seen in two tier 3 paediatric weight management services: an observational study.

Children and young people living with severe obesity experience a range of complications of excess weight (CEW); however the prevalence of complications is not well defined. We have evaluated baseline characteristics and CEW of patients from two UK tier 3 paediatric weight management services. All new patients aged 2-17 years seen from March 2022 to February 2023 were included. Baseline demographic data was collected, and patients screened for CEW. PedsQL-4.0 questionnaires were used to assess health-related quality of life (HRQL). 185 patients were included, median age 14.3 years (range 3.3-18.0), 50.8% were girls. Of the patients, 73.8% were white British, with a significant excess of patients living in the most deprived decile (41.4%). Median body mass index SD score was +3.55 (IQR 3.11-3.90) and median body fat was 49.3% (IQR 42.3%-55.1%). Autistic spectrum disorder, attention deficit hyperactivity disorder and learning difficulties were vastly over-represented.Dyslipidaemia was the most common (51.6%) complication, followed by hypertension (28.9%), metabolic dysfunction-associated steatotic liver disease (17.8%), obstructive sleep apnoea (9.0%) and idiopathic intracranial hypertension (4.3%). Mean glycated haemoglobin was 35.0 mmol/mol (IQR 33-38). 8.1% had type 2 diabetes mellitus. Many of these complications were detected through screening in CEW clinics.Both child-reported (mean 51.9/100) and parented-reported (47.8/100) HRQL scores were low. Mental health problems were common: 26.2% with anxiety and 7.7% with depression. This study demonstrates the significant and profound mental and organ-specific pathology resulting from severe obesity in childhood, highlighting the clinical necessity for CEW clinics. A rigorous approach to identify complications at an early stage is essential to improve long-term health outcomes.

The Development of Interactive Multimedia of TPACK-Based Buffer Solution Material Using Google Sites to Increase Student’s Interest in Learning

Education is one of the important aspects of life. Currently, technology in Indonesia is progressing very rapidly. One of the fields that cannot be separated from the influence of technology is education. Chemistry is one of the important subjects to study in high school because chemistry can improve thinking skills and stimulate student’s creative mindset. One of the materials in chemistry is buffer solutions. Buffer solution materials are often considered difficult by students because of their complex nature and use a lot of mathematical calculations. The many problems and difficulties in learning certainly make student’s interest in learning low. The purpose of this study is to analyze the effectiveness of TPACK-based interactive multimedia Google Sites in increasing student’s interest in learning about buffer solution materials. The method used in this study is Literature Review or narrative literature review which aims to analyze, evaluate and synthesize all information from previous research that is relevant to the research topic. Literacy data search websites such as Mendeley and Google Scholar are used to search for articles used. The articles used are articles published between 2020 and 2024. The results of this study can be concluded that using TPACK-based interactive Google Sites multimedia as a learning media can increase student’s interest in learning.

Predictors of Reading and Spelling Difficulties in Italian Children: Specific Language and General Cognitive Skills

This study investigated the role of domain-specific and domain-general factors in predicting early literacy skills in Italian children. A sample of 239 first-grade students was evaluated using a broad neuropsychological battery to assess their cognitive skills. The results showed that phonological awareness, rapid automatized naming, speed of processing, and attentional control all played a role in predicting reading and writing abilities. These findings support the importance of considering not just domain-specific language skills, but also domain-general cognitive skills when identifying children at risk of difficulties in reading and writing. The study supports the adoption of a multifactorial-probabilistic model to accurately diagnose specific learning disorders.

Maternal pre-pregnancy weight and infant spontaneous movement: is there an association?

Abstract Introduction Maternal pre-pregnancy overweight status might create a chronic systemic inflammatory environment for the foetus, impairing neurons development. The Motor Optimality Score-Revised (MOS-R) is an established tool to assess infant spontaneous movement at 3-5 months helping predict later neurodevelopmental outcomes in infants, including language, minor neurological dysfunction or learning difficulties at school age. The aim of our study was to investigate if maternal BMI together with other characteristics were potentially associated with MOS-R score at 3-5 months in a sample of newborns representative of physiologic full-term pregnancies. Methods 128 mother-children couples were enrolled in the Hospital of Modena, Italy. Mothers’ socio-demographic characteristics and BMI pre and during pregnancy were collected. MOS-R was assessed in infants within 9-18 weeks post term age (Median 13, IQR 12-14). Descriptive statistics, bivariate associations and multivariate analysis were performed. Results In our sample, 94.5% of infants (44% females) had a MOS-R≥25 (optimal score), 3.9% a MOS-R between 23-24 and 1.6% a MOS-R<23. In bivariate analyses pre-pregnancy BMI≥25 and weight gain higher than recommended during pregnancy were associated with MOS-R<25 (p < 0.05); being unemployed before and during pregnancy and having pregnancy during COVID lockdown were associated with reduced “age adequate movement repertoire” subcategory (p < 0.05). In multivariate analysis, pre-pregnancy BMI≥25 remained the only factor significantly associated with lower scores (p < 0.05). Discussion Our sample of healthy infants showed a typical range of spontaneous movements reflecting neural integrity. However, lower MOS-R scores were associated with pre-pregnancy overweight. This finding reinforce the importance of enhancing public health actions targeted at keeping a weight in the normal range to protect from a large number of unhealthy conditions both the mother and the offspring. Key messages • Pre-pregnancy weight appears associated with infant spontaneous movement in 3-5 months infants. • Public health actions targeted at keeping female weight in the normal range must be strengthen.