Cited by 151Reading and Literacy DevelopmentDevelopmental and Educational NeuropsychologyCognitive and developmental aspects of mathematical skills

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

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Peters, Lien, Ansari, Daniel·2019·Trends in Neuroscience and Education

DOI 10.1016/j.tine.2019.100115

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Abstract

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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“Domaingeneral cognitive processes like WM may therefore substantially overlap between dyslexia and dyscalculia (Peters and Ansari, 2019).”
Background
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Self-citation
Severe Developmental Dyscalculia Is Characterized by Core Deficits in Both Symbolic and Nonsymbolic Number Sense
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See all 151

Authors: Peters, L., & Ansari, D.
Affiliations: Western University (CA)
Corresponding author: Peters, Lien
ORCID: Peters, Lien
Ansari, Daniel
Venue: Trends in Neuroscience and Education
Publisher: Elsevier BV
Published: 2019-12
Volume: 17
Pages: 100115
ISSN: 2211-9493 (ISSN-L)
DOI: 10.1016/j.tine.2019.100115
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: cc-by-nc-nd
www.elsevier.com/tdm/userlicense/1.0/ (tdm)
www.elsevier.com/legal/tdmrep-license (tdm)
creativecommons.org/licenses/by-nc-nd/4.0/ (vor)
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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