Overcoming learning disabilities: a Vygotskian-Lurian by Tatiana V. Akhutina & Natalia M. Pylaeva

By Tatiana V. Akhutina & Natalia M. Pylaeva

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The following groups of students particularly benefit from these methods: r students with learning disabilities or at risk for developing learning r r r r disabilities poorly performing students gifted children, including those who experience school problems children with psychosomatic problems students who succeed in school at the expense of their physical health All these groups share one feature that we discussed in the first chapter: a pronounced unevenness in the development of higher mental functions (HMFs) caused by partial delay in the development of some functions when they are not sufficiently compensated for by more advanced functions.

Only 2% of subjects had a difference less than 2 standard deviations. The next step was to answer this question: Were the identified changes completely random (mosaic), or did they reflect the component structure of functional systems – as stated in Hypothesis 2? If this hypothesis is correct, the results of the testing would be able to distinguish different groups of children with relative underdevelopment of certain components of HMFs. Turning to the proofs of Hypothesis 2, we would like to comment on the perception of the notion of uneven development of HMF components.

1986; Poreh, 2000; Shear, 2007; White & Rose, 1997). A good illustration of the Vygotsky-Lurian principles of systemic and dynamic organization of functions is provided by the data on language disorders in children with right- and left-hemisphere lesions. , 1991). The finding of the role of right-hemisphere lesions (in light of widely known left-hemisphere dominance for most language functions) confirms the dynamism of the organization and localization of language functions. 12 on Tue Oct 09 10:26:21 BST 2012.

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