Effect of Neuroscience-Based Cognitive Skill Training on Growth of Cognitive Deficits Associated with Learning Disabilities in Children Grades 2-4

Working memory, executive functions, and cognitive processes associated with specific academic areas, are empirically identified as being the core underlying cognitive deficits in students with specific learning disabilities. Using Hebb's theory of neuroplasticity and the principle of automatic...

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Bibliographic Details
Published inLearning disabilities (Pittsburgh, Pa.) Vol. 18; no. 3; pp. 111 - 122
Main Author Avtzon, Sarah Abitbol
Format Journal Article
LanguageEnglish
Published Learning Disabilities Association of America 2012
Subjects
Age Differences
Brain
Cognitive Ability
Cognitive Processes
Comparative Analysis
Computer Literacy
Control Groups
Elementary School Students
Experimental Groups
Grade 2
Grade 3
Grade 4
Learning Disabilities
Neurological Impairments
Scores
Short Term Memory
Skill Development
Thinking Skills
Woodcock Johnson Tests of Cognitive Ability
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Summary:Working memory, executive functions, and cognitive processes associated with specific academic areas, are empirically identified as being the core underlying cognitive deficits in students with specific learning disabilities. Using Hebb's theory of neuroplasticity and the principle of automaticity as theoretical bases, this experimental study examined the effectiveness of a specific 12-week neuroscience-based, cognitive-skills computer-training program on the cognitive processing of 40 elementary students in grades 2-4 with specific learning disabilities. The study results indicated the experimental group had significantly increased performance over the control group in every skill area examined. Implications include understanding the impact of cognitive skill training on underlying cognitive deficits of students diagnosed with specific learning disabilities. Such training can result in increased academic performance. (Contains 3 tables and 1 figure.)
ISSN:1046-6819