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首页> 外文期刊>Journal of the International Neuropsychological Society: JINS >Neuropsychology of Learning Disabilities: The Past and the Future
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Neuropsychology of Learning Disabilities: The Past and the Future

机译：学习障碍的神经心理学：过去和未来

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Over the past 50 years, research on children and adults with learning disabilities has seen significant advances. Neuropsychological research historically focused on the administration of tests sensitive to brain dysfunction to identify putative neural mechanisms underlying learning disabilities that would serve as the basis for treatment. Led by research on classifying and identifying learning disabilities, four pivotal changes in research paradigms have produced a contemporary scientific, interdisciplinary, and international understanding of these disabilities. These changes are (1) the emergence of cognitive science, (2) the development of quantitative and molecular genetics, (3) the advent of noninvasive structural and functional neuroimaging, and (4) experimental trials of interventions focused on improving academic skills and addressing comorbid conditions. Implications for practice indicate a need to move neuropsychological assessment away from a primary focus on systematic, comprehensive assessment of cognitive skills toward more targeted performance-based assessments of academic achievement, comorbid conditions, and intervention response that lead directly to evidence-based treatment plans. Future research will continue to cross disciplinary boundaries to address questions regarding the interaction of neurobiological and contextual variables, the importance of individual differences in treatment response, and an expanded research base on (a) the most severe cases, (b) older people with LDs, and (c) domains of math problem solving, reading comprehension, and written expression. (JINS, 2017, 23, 930–940)
机译：在过去的50年中，对儿童和成人进行学习障碍的研究已经显着进展。神经心理学研究历史上专注于给脑功能障碍敏感的测试，以确定潜在的学习障碍潜在的神经机制，将作为治疗的基础。通过研究分类和识别学习障碍的研究领导，研究范式的四个关键变化产生了对这些残疾的当代科学，跨学科和国际理解。这些变化是（1）认知科学的出现，（2）进行定量和分子遗传学的发展，（3）非侵入性结构和功能性神经影像的出现，（4）干预措施的实验试验，重点是提高学术技能和解决的干预措施合并症条件。对实践的影响表明需要将神经心理学评估远离发基于对学术成就，合并条件和干预答复的更加针对性的基于绩效的基于绩效的评估的认知技能的主要重点。未来的研究将继续跨越纪律界限，以解决神经生物学和语境变量的相互作用的问题，治疗反应的个体差异的重要性，以及（a）最严重的案例（b）具有lds的老年人的扩展研究基础，（c）数学问题解决，阅读理解和书面表达领域。 （济恩，2017,23,930-940）

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