This researched aimed to determine the subjects that 6th grade students have learning problems, the reasons for the problems and the suggestions for the solution of the problems. Cross-sectional ...scanning model has been adopted in the study. In the research, in the 2016-2017 academic year, 1959 6th grade students in Erzurum and 141 science teachers who teach at this grade level were studied. The data were collected through the Learning Problems Identification Questionnaire and the Teacher Learning Problems Identification Survey. Descriptive statistics and content analysis were used in analyzing the data. It was determined that the students experienced the problems in Curriculum System and Force and Motion subjects, learning difficulties, low motivation, increased anxiety and non-persistent knowledge. This situation arises from the reasons that the subject is difficult, orienting to memorization, confusing the concepts, the lesson / subject is boring, they are stressful, they are not given the opportunity for their own learning, the teachers tell the subject themselves, and there is not enough activity. It can be suggested that the lessons aimed at solving the learning problems experienced by students are taught with games, creating fun learning environments, simplifying the subject, and having more communication between students and teachers.
La prematuridad tiene una alta tasa de incidencia en los países desarrollados, representando el 75% de la mortalidad perinatal. Aunque los avances prenatales y perinatales de las últimas décadas han ...permitido reducir su prevalencia, en consecuencia, se ha hecho evidente la presencia de morbilidades y comorbilidades en el desarrollo de estos infantes.
El propósito de esta investigación, de carácter prospectivo y longitudinal, es analizar los componentes del lenguaje (morfología, sintaxis, semántica y pragmática) de 29 menores, nacidos prematuros extremos, en el Hospital Universitario La Paz de Madrid y que actualmente están en edad escolar obligatoria, para identificar la presencia de posibles dificultades en el lenguaje. Todos los participantes estaban matriculados en Educación Primaria y los componentes del lenguaje se evaluaron a través de la batería BLOC-Screening.
Los resultados evidencian que existen comorbilidades en el componente morfológico en los siguientes elementos: formas irregulares de pasado, formas irregulares de futuro, reflexivos…; en el componente semántico (locativos, cuantificadores, modificadores de tiempo y sucesión…) y en sintaxis (voz pasiva, oraciones comparativas, oraciones subordinadas de causa y condición, y en las temporales después/antes…), obteniéndose mejores resultados en el componente pragmático, excepto en aquellas acciones que requieren expresar demandas y solicitar información específica.
Por tanto, el perfil obtenido en lenguaje de los prematuros extremos sugiere la necesidad de intervención logopédica y conlleva la necesidad de hacer propuestas de intervención didáctica en la escuela que mejoren sus habilidades lingüísticas desde un enfoque comunicativo.
Prematurity has a high incidence rate in developed countries, accounting for 75% of perinatal mortality. Although pre- and perinatal advances in recent decades have reduced its prevalence, consequently, the presence of morbidities and comorbidities in the development of these infants has become evident.
The purpose of this prospective and longitudinal research is to analyze the language components (morphology, syntax, semantics and pragmatics) of 29 minors, born extremely premature, at the Hospital Universitario La Paz in Madrid and who are currently of compulsory school age, in order to identify the presence of possible language difficulties. All the participants were enrolled in Primary Education and the language components were assessed using the BLOC-Screening battery.
The results show that there are comorbidities in the morphological component in the following elements: irregular forms of the past, irregular forms of the future, reflexive…; in the semantic component (locatives, quantifiers, modifiers of time and succession…) and in syntax (passive voice, comparative clauses, subordinate clauses of cause and condition, and in the temporal ones after/before…), obtaining better results in the pragmatic component, except in those actions that require expressing demands and requesting specific information.
Therefore, the profile obtained in the language of extremely premature infants suggests the need for speech therapy intervention and entails the need to make proposals for educational intervention at school that improve their language skills from a communicative approach.
Mathematical learning difficulties (MLD) refer to a variety of deficits in math skills, typically pertaining to the domains of arithmetic and problem solving. The present study examined the time ...course of attentional orienting in MLD children with a spatial cueing task, by parametrically manipulating the cue-target onset asynchrony (CTOA). The results of Experiment 1 revealed that, in contrast to typical developing children, the inhibitory aftereffect of attentional orienting - frequently referred to as inhibition of return (IOR) - was not observed in the MLD children, even at the longest CTOA tested (800 ms). However, robust early facilitation effects were observed in the MLD children, suggesting that they have difficulties in attentional disengagement rather than attentional engagement. In a second experiment, a secondary cue was introduced to the cueing task to encourage attentional disengagement and IOR effects were observed in the MLD children. Taken together, the present experiments indicate that MLD children are sluggish in disengaging spatial attention.
Explanations of the marked individual differences in elementary school mathematical achievement and mathematical learning disability (MLD or dyscalculia) have involved domain-general factors (working ...memory, reasoning, processing speed, and oral language) and numerical factors that include single-digit processing efficiency and multidigit skills such as number system knowledge and estimation. This study of 3rd graders (N = 258) finds both domain-general and numerical factors contribute independently to explaining variation in 3 significant arithmetic skills: basic calculation fluency, written multidigit computation, and arithmetic word problems. Estimation accuracy and number system knowledge show the strongest associations with every skill, and their contributions are independent of both each other and other factors. Different domain-general factors independently account for variation in each skill. Numeral comparison, a single digit processing skill, uniquely accounts for variation in basic calculation. Subsamples of children with MLD (at or below 10th percentile, n = 29) are compared with low achievement (LA, 11th to 25th percentiles, n = 42) and typical achievement (above 25th percentile, n = 187). Examination of these and subsets with persistent difficulties supports a multiple deficits view of number difficulties: Most children with number difficulties exhibit deficits in both domain-general and numerical factors. The only factor deficit common to all persistent MLD children is in multidigit skills. These findings indicate that many factors matter but multidigit skills matter most in 3rd grade mathematical achievement.
‘‘Easy/hard sample” is a popular parlance in machine learning. Learning difficulty of samples refers to how easy/hard a sample is during a learning procedure. An increasing need of measuring learning ...difficulty demonstrates its importance in machine learning (e.g., difficulty-based weighting learning strategies). Previous literature has proposed a number of learning difficulty measures. However, no comprehensive investigation for learning difficulty is available to date, resulting in that nearly all existing measures are heuristically defined without a rigorous theoretical foundation. This study attempts to conduct a pilot theoretical study for learning difficulty of samples. First, influential factors for learning difficulty are summarized. Under various situations conducted by summarized influential factors, correlations between learning difficulty and two vital criteria of machine learning, namely, generalization error and model complexity, are revealed. Second, a theoretical definition of learning difficulty is proposed on the basis of these two criteria. A practical measure of learning difficulty is proposed under the direction of the theoretical definition by importing the bias-variance trade-off theory. Subsequently, the rationality of theoretical definition and the practical measure are demonstrated, respectively, by analysis of several classical weighting methods and abundant experiments realized under all situations conducted by summarized influential factors. The mentioned weighting methods can be reasonably explained under the proposed theoretical definition and concerned propositions. The comparison in these experiments indicates that the proposed measure significantly outperforms the other measures throughout the experiments.
This study examined the influence of psychosocial factors on learning difficulties among adolescents with special needs. A cross-sectional survey design was utilized. One hundred and twenty ...adolescents comprising 56.7% males were purposively selected among students at a facility for special needs individuals in Ilorin, Nigeria. Data were collected with a structured questionnaire containing perceived stigma of intellectual disability scale, social support questionnaire and Colorado learning difficulties questionnaire. Only individuals who voluntarily consented to participate were included in the study. Data were subjected to statistical analysis utilizing the SPSS v20. There was no significant gender difference on learning difficulties among individuals with special needs (t (118) =. 138, p>.05). Individuals with high perceived stigma reported significant higher learning difficulties compared to their peers with low perceived stigma (t (118) = 15.70; p˂.05). There was a significant influence of type of disability on learning difficulty (F (2, 117) =9.152, p< .01); individuals with intellectual impairment exhibited more learning difficulty compared with those with visual impairment (8.09) and those with hearing impairment (11.62). The study recommends that government should reinforce law that protect individuals living with disability and enhance their learning in schools. It is also important that sufficient support services are made available for these students to reinforce their motivation for school learning.
Over recent decades, special educational needs (SEN) policy and practice in the UK have been in flux as a succession of governments vacillates with competing social, political and economic agendas. ...The simultaneous pursuit of educational standards, inclusion and equity has created a fragmented system, as well as cognitive and ethical dilemmas for schools. Moreover, a divisive ‘corporation’ and lucrative SEN industry have been established, contributing to unsustainable growth of the SEN populace and political angst around SEN overidentification. Indeed, the extant literature suggests that for every pupil correctly diagnosed with SEN, another is misdiagnosed, diverting resources from pupils with genuine needs.
Background: Electroencephalography (EEG) has been used to measure neural correlates of cognitive and social development in children for decades. It is essential to evaluate the relationship between ...EEG parameters and cognitive measures to understand the mechanisms of learning problems better. Methods and procedure: Fifty school-going children with complaints of learning problems were studied. EEG and other cognitive measures were used to assess children before and after PEABLS; a cognitive-behavioral intervention was imparted. EEG was recorded while hyperventilation, writing, and reading conditions, and the values for absolute and relative powers were calculated. Results: The results suggested that the post-intervention absolute (in the theta and alpha bands) and relative (delta, theta, and alpha) power values were higher, and the relative power beta value was significantly lower at most of the electrodes in comparison to pre-intervention EEG measures. A significant high positive correlation in the children with learning problems between the relative power of alpha, beta O1O2, the relative power of theta, delta T3T4, and the academic scores, IQ, working memory, DTLD, and BGT values. Conclusion: These quantitative electroencephalogram findings in children with learning problems are related to cognitive measures. The findings could be due to brain immaturity and lack of learning opportunities.
Background. EEG is an effective tool due to its ability to capture and interpret the changes in brain activity under different situations. Quantitative EEG (qEEG) can be essential in evaluating and ...treating children's learning problems. Methods and procedure. Fifty school-going children with difficulty in learning were studied. Analysis of the difference between pre-intervention and postintervention EEG power ratio of frequency bands, including Theta to Beta and Theta to Alpha, while eyes-closed, eyes-open, hyperventilation, writing, and reading conditions and the values for relative powers were calculated. The study correlated postintervention theta/beta ratio (TBR) and theta/alpha ratio (TAR) values with behavioral measures. Results. The findings suggested that there was a significant difference in pre-intervention and postintervention relative TAR and TBR power values. A significant increase of TAR and TBR power values was observed in eyes-closed (resting), hyperventilation, writing, and reading task conditions, indicative of a state of arousal at FP1FP2, T3T4, and O1O2 scalp locations. During eye open conditions, the TAR and TBR were significantly low at all 3 scalp locations, indicating a relaxed, conscious, and aware state of mind. Postintervention TAR and TBR values were significantly correlated with behavioral measures during 5 task conditions on several scalp locations. Conclusion. These quantitative electroencephalogram findings in children with learning problems indicate that with the increased complexity of the cognitive tasks, TAR and TBR increase, while postintervention, children could attain a relaxed and conscious state of mind during eyes-open condition.
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