Are specific learning disorders truly specific, and are they disorders?

Publication date: Available online 6 July 2019Source: Trends in Neuroscience and EducationAuthor(s): Lien Peters, Daniel AnsariAbstractSpecific learning disorders, such as dyslexia and dyscalculia, are frequently studied to inform our understanding of cognitive development, genetic mechanisms and brain function. In this Opinion Paper, we discuss limitations of this research approach, including the use of arbitrary criteria to select groups of children, heterogeneity within groups and overlap between domains of learning. By drawing on evidence from cognitive science, neuroscience and genetics, we propose an alternative, dimensional framework. We argue that we need to overcome the problems associated with a categorical approach, by taking into account interacting factors at multiple levels of analysis that are associated with overlapping domains of learning. We conclude that this research strategy will allow for a richer understanding of learning and neurocognitive development.
Source: Trends in Neuroscience and Education - Category: Neuroscience Source Type: research