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Physiological Research Apr 2024ADHD is a common chronic neurodevelopmental disorder and is characterized by persistent inattention, hyperactivity, impulsivity and are often accompanied by learning and... (Review)
Review
ADHD is a common chronic neurodevelopmental disorder and is characterized by persistent inattention, hyperactivity, impulsivity and are often accompanied by learning and memory impairment. Great evidence has shown that learning and memory impairment of ADHD plays an important role in its executive function deficits, which seriously affects the development of academic, cognitive and daily social skills and will cause a serious burden on families and society. With the increasing attention paid to learning and memory impairment in ADHD, relevant research is gradually increasing. In this article, we will present the current research results of learning and memory impairment in ADHD from the following aspects. Firstly, the animal models of ADHD, which display the core symptoms of ADHD as well as with learning and memory impairment. Secondly, the molecular mechanism of has explored, including some neurotransmitters, receptors, RNAs, etc. Thirdly, the susceptibility gene of ADHD related to the learning and impairment in order to have a more comprehensive understanding of the pathogenesis. Key words: Learning and memory, ADHD, Review.
Topics: Attention Deficit Disorder with Hyperactivity; Humans; Animals; Memory Disorders; Learning; Disease Models, Animal; Learning Disabilities; Memory
PubMed: 38710050
DOI: 10.33549/physiolres.935202 -
Trends in Neuroscience and Education Dec 2019Specific learning disorders, such as dyslexia and dyscalculia, are frequently studied to inform our understanding of cognitive development, genetic mechanisms and brain... (Review)
Review
Specific 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 rather than entirely distinct domains of learning. We conclude that this research strategy will allow for a richer understanding of learning and development.
Topics: Child; Child, Preschool; Cognition; Developmental Disabilities; Dyscalculia; Dyslexia; Humans; Learning Disabilities; Specific Learning Disorder
PubMed: 31685130
DOI: 10.1016/j.tine.2019.100115 -
Journal of the International... Oct 2017Over the past 50 years, research on children and adults with learning disabilities has seen significant advances. Neuropsychological research historically focused on the... (Review)
Review
Over the past 50 years, research on children and adults with learning disabilities has seen significant advances. Neuropsychological research historically focused on the administration of tests sensitive to brain dysfunction to identify putative neural mechanisms underlying learning disabilities that would serve as the basis for treatment. Led by research on classifying and identifying learning disabilities, four pivotal changes in research paradigms have produced a contemporary scientific, interdisciplinary, and international understanding of these disabilities. These changes are (1) the emergence of cognitive science, (2) the development of quantitative and molecular genetics, (3) the advent of noninvasive structural and functional neuroimaging, and (4) experimental trials of interventions focused on improving academic skills and addressing comorbid conditions. Implications for practice indicate a need to move neuropsychological assessment away from a primary focus on systematic, comprehensive assessment of cognitive skills toward more targeted performance-based assessments of academic achievement, comorbid conditions, and intervention response that lead directly to evidence-based treatment plans. Future research will continue to cross disciplinary boundaries to address questions regarding the interaction of neurobiological and contextual variables, the importance of individual differences in treatment response, and an expanded research base on (a) the most severe cases, (b) older people with LDs, and (c) domains of math problem solving, reading comprehension, and written expression. (JINS, 2017, 23, 930-940).
Topics: History, 20th Century; History, 21st Century; Humans; Learning Disabilities; Neuropsychological Tests; Neuropsychology
PubMed: 29198282
DOI: 10.1017/S1355617717001084 -
Quarterly Journal of Experimental... May 2017Autism Spectrum Disorder (ASD) is characterized by impairment in social communication and restricted and repetitive interests. While not included in the diagnostic... (Review)
Review
Autism Spectrum Disorder (ASD) is characterized by impairment in social communication and restricted and repetitive interests. While not included in the diagnostic characterization, aspects of face processing and learning have shown disruptions at all stages of development in ASD, although the exact nature and extent of the impairment vary by age and level of functioning of the ASD sample as well as by task demands. In this review, we examine the nature of face attention, perception, and learning in individuals with ASD focusing on three broad age ranges (early development, middle childhood, and adolescence/adulthood). We propose that early delays in basic face processing contribute to the atypical trajectory of social communicative skills in individuals with ASD and contribute to poor social learning throughout development. Face learning is a life-long necessity, as the social world of individual only broadens with age, and thus addressing both the source of the impairment in ASD as well as the trajectory of ability throughout the lifespan, through targeted treatments, may serve to positively impact the lives of individuals who struggle with social information and understanding.
Topics: Autism Spectrum Disorder; Face; Humans; Learning Disabilities; Pattern Recognition, Visual; Perceptual Disorders
PubMed: 26886246
DOI: 10.1080/17470218.2016.1151059 -
The British Journal of General Practice... Jul 2011
Topics: Adult; Autistic Disorder; Bullying; England; Humans; Institutionalization; Learning Disabilities; Professional-Patient Relations; Social Behavior
PubMed: 21722473
DOI: 10.3399/bjgp11X583443 -
The British Journal of General Practice... Apr 2021
Topics: Humans; Learning Disabilities; Psychiatry
PubMed: 33771791
DOI: 10.3399/bjgp21X715325 -
Scientific Reports Aug 2022Children who experience difficulty in learning at mainstream schools usually are provided with remediation classes after school to facilitate their learning. The present... (Randomized Controlled Trial)
Randomized Controlled Trial
Children who experience difficulty in learning at mainstream schools usually are provided with remediation classes after school to facilitate their learning. The present study aims to evaluate an innovative eye-tracking training as possible alternative remediation. Our previous findings showed that children who received eye-tracking training demonstrated improved attention and inhibitory control, and the present randomized controlled study aims to evaluate if eye-tracking training can also enhance the learning and memory of children. Fifty-three primary school students with learning difficulty (including autism spectrum disorder, attention-deficit/hyperactivity disorder, specific learning disorder, specific language impairment and borderline intellectual functioning) were recruited and randomly assigned to either the Eye-tracking Training group or the after-school remediation class. They were assessed on their learning and memory using the Hong Kong List Learning Test before and after 8-month training. Twenty weekly parallel sessions of training, 50 min per session, were provided to each group. Children who received the eye-tracking training, not those in the control group, showed a significant improvement in memory as measured by the delayed recall. In addition, the Eye-Tracking Training group showed significantly faster learning than the control group. Also, the two groups showed a significant improvement in their reading abilities. In sum, eye-tracking training may be effective training for enhancing the learning and memory of children with learning difficulties.
Topics: Attention Deficit Disorder with Hyperactivity; Autism Spectrum Disorder; Child; Eye-Tracking Technology; Humans; Learning; Learning Disabilities
PubMed: 35977994
DOI: 10.1038/s41598-022-18286-6 -
Journal of Experimental Psychology.... Jul 2014This articles describes how a cascade of associative relationships involving the sensory properties of foods, the nutritional consequences of their consumption, and... (Review)
Review
This articles describes how a cascade of associative relationships involving the sensory properties of foods, the nutritional consequences of their consumption, and perceived internal states may play an important role in the learned control of energy intake and body weight regulation. In addition, we describe ways in which dietary factors in the current environment can promote excess energy intake and body weight gain by degrading these relationships or by interfering with the neural substrates that underlie the ability of animals to use them to predict the nutritive or energetic consequences of intake. We propose that an expanded appreciation of the diversity of orosensory, gastrointestinal, and energy state signals about which animals learn, combined with a greater understanding of predictive relationships in which these cues are embedded, will help generate new information and novel approaches to addressing the current global problems of obesity and metabolic disease.
Topics: Humans; Learning Disabilities; Memory Disorders; Obesity
PubMed: 25453037
DOI: 10.1037/xan0000029 -
The Indian Journal of Medical Research Jul 2015
Topics: Attention Deficit Disorder with Hyperactivity; Female; Humans; Learning Disabilities; Male; Psychomotor Performance
PubMed: 26261176
DOI: No ID Found -
European Child & Adolescent Psychiatry Feb 2017Many patients who visit a centre for hereditary metabolic diseases remarkably also suffer from a child psychiatric disorder. Those child psychiatric disorders may be the... (Review)
Review
Many patients who visit a centre for hereditary metabolic diseases remarkably also suffer from a child psychiatric disorder. Those child psychiatric disorders may be the first sign or manifestation of an underlying metabolic disorder. Lack of knowledge of metabolic disorders in child psychiatry may lead to diagnoses being missed. Patients therefore are also at risk for not accessing efficacious treatment and proper counselling. To search the literature for the co-occurrence of child psychiatric disorders, such as ADHD, autism, psychosis, learning disorders and eating disorders and metabolic disorders. A search of the literature was conducted by performing a broad search on PubMed, using the terms "ADHD and metabolic disorders", "autism and metabolic disorders", "psychosis and metabolic disorders", "learning disorders and metabolic disorders", and "eating disorders and metabolic disorders". Based on inclusion criteria (concerning a clear psychiatric disorder and concerning a metabolic disorder) 4441 titles and 249 abstracts were screened and resulted in 71 relevant articles. This thorough literature search provides child and adolescent psychiatrists with an overview of metabolic disorders associated with child psychiatric symptoms, their main characteristics and recommendations for further investigations.
Topics: Adolescent; Attention Deficit Disorder with Hyperactivity; Child; Comorbidity; Feeding and Eating Disorders; Female; Humans; Learning Disabilities; Male; Mental Disorders; Metabolism, Inborn Errors; Psychotic Disorders
PubMed: 27695954
DOI: 10.1007/s00787-016-0908-4