阅读(过程)
诵读困难
心理学
学习障碍
透视图(图形)
构造(python库)
干预(咨询)
功能(生物学)
基础(证据)
执行职能
发展心理学
认知心理学
教育学
数学教育
认知
神经科学
计算机科学
历史
考古
人工智能
精神科
进化生物学
政治学
法学
生物
程序设计语言
摘要
ABSTRACT This special issue of Mind, Brain, and Education includes articles on the role of executive functions (EFs) in academic skills and learning disabilities, a commentary on the construct of EF and the neurobiology of reading, and a commentary on connecting research to practice. These products are the result of a weeklong TDF (The Dyslexia Foundation) conference in Bermuda, during the summer of 2022. Each paper in the second half of this issue considers EFs from a different perspective or relates them to a different academic skill or outcome (e.g., reading, math, response to intervention). In this commentary, I discuss how consideration of EFs improves our understanding of individual differences in academic skills and learning disabilities, such as reading disability (RD) and math disability (MD). I also discuss the implications of the reported findings and ideas for improving future research, practice, and policy.
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