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Are specific learning disorders truly specific, and are they disorders?
Open accessAbstract
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.
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“Dyslexia and dyscalculia seem to involve distinct cognitive profiles in terms of domain-specific processes (mainly phonological deficits for the former, and number processing deficits for the latter), but similar domain-general cognitive processes (particularly concerning WM).”
From Executive Functions in Neurodevelopmental Disorders: Comorbidity Overlaps Between Attention Deficit and Hyperactivity Disorder and Specific Learning Disorders (2021) · cites this paper as Peters and Ansari, 2019
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“Domain-general cognitive processes like WM may therefore substantially overlap between dyslexia and dyscalculia (Peters and Ansari, 2019).”
From Executive Functions in Neurodevelopmental Disorders: Comorbidity Overlaps Between Attention Deficit and Hyperactivity Disorder and Specific Learning Disorders (2021) · cites this paper as Peters and Ansari, 2019
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Metadata
- Authors
- Peters, L., & Ansari, D.
- Affiliations
- Western University (CA)
- Corresponding author
- Peters, Lien
- Venue
- Trends in Neuroscience and Education
- Publisher
- Elsevier BV
- Published
- 2019-12
- Volume
- 17
- Pages
- 100115
- ISSN
- 2211-9493 (ISSN-L)
- OpenAlex
- W2956070372
- Cited by
- 151
- References
- 108
- Citations by year
- 2026: 13 · 2025: 18 · 2024: 25 · 2023: 27 · 2022: 29 · 2021: 26 · 2020: 12
- FWCI
- 3.57
- Type
- journal article
- Language
- en
- Open access
- hybrid
- doi.org
- Licence
- Locations
- Trends in Neuroscience and Education (publishedVersion, cc-by-nc-nd)
- PubMed (publishedVersion)
- Ghent University Academic Bibliography (Ghent University) (publishedVersion, other-oa)
- Lirias (KU Leuven) (submittedVersion, cc-by-nc-nd)
- Scholarship@Western (Western University) (submittedVersion, cc-by-nc-nd)
- Funders
- Jacobs Foundation
- Canadian Institutes of Health Research (93609)
- Natural Sciences and Engineering Research Council of Canada (RGPIN/04644-2017)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Reading and Literacy Development
- Social Sciences › Psychology › Neuropsychology and Physiological Psychology › Developmental and Educational Neuropsychology
- Social Sciences › Psychology › Developmental and Educational Psychology › Cognitive and developmental aspects of mathematical skills
- Keywords
- specific learning disorders, dyslexia, dyscalculia, categorical classification, diagnostic criteria, group heterogeneity, cognitive development, brain function
- MeSH terms
- Specific Learning Disorder, Child, Developmental Disabilities, Child, Preschool, Cognition, Dyslexia, Humans, Learning Disabilities, Dyscalculia
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