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    State-of-science review: SR-D13, trajectories of development and learning difficulties

    Karmiloff-Smith, Annette (2008) State-of-science review: SR-D13, trajectories of development and learning difficulties. Technical Report. Government Office for Science, London, UK.

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    It is becoming increasingly clear that little in development is pre-determined or permanently fixed. So, the study of children’s learning difficulties needs to change from the still widely- held view that developmental disorders can be accounted for in terms of intact versus impaired brain modules, to one which takes serious account of the fact that the infant cortex passes from an initial state of high regional interconnectivity to a subsequent state of progressively increasing specialisation and localisation of brain function. With such early interconnectivity in mind, developmental neuroscientists must consider the possibility that an early deficit in one part of the brain may have subtle (or large) effects on other parts of the developing brain, even when subsequent behavioural scores fall ‘in the normal range’. In studying developmental disorders, it is thus crucial to examine not only domains of clear- cut deficit, but also domains of behavioural proficiency. It is also vital to trace developmental disorders of higher-level cognition back to their infancy origins in low-level processing mechanisms. The trajectories approach leads to new syndrome-specific intervention and teaching strategies.


    Item Type: Monograph (Technical Report)
    School: Birkbeck Faculties and Schools > Faculty of Science > School of Psychological Sciences
    Research Centres and Institutes: Brain and Cognitive Development, Centre for (CBCD)
    Depositing User: Sarah Hall
    Date Deposited: 04 Aug 2015 15:31
    Last Modified: 02 Aug 2023 17:18


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