Dyslexia and Stronger Emotional Responses [Premium]

Dyslexia and Stronger Emotional Responses [Premium]

by | Apr 27, 2021 | , , , , , ,

Neuroscientists at the University of California San Francisco, just reported their finding that dyslexic children ages 7-12 showed stronger emotional responses as measured by a variety of measures than their non-dyslexic peers.   From the study abstract: “..we examined whether right-hemisphere-based emotional reactivity may be elevated in dyslexia. We measured emotional reactivity (i.e., facial behavior, physiological activity, and subjective experience) in 54 children ages 7–12 with (n = 32) and without (n = 22) dyslexia while they viewed emotion-inducing film clips. Participants also underwent task-free functional magnetic resonance imaging. Parents of children with dyslexia completed the Behavior Assessment System for Children, which assesses real-world behavior. During film viewing, children with dyslexia exhibited significantly greater reactivity in emotional facial behavior, skin conductance level, and respiration rate […]

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Executive Function: What Smart People Do Differently While Learning [Premium]

Executive Function: What Smart People Do Differently While Learning [Premium]

by | Sep 15, 2019 | , , , , , , , ,

When researchers compared high IQ and average test subjects in a learning paradigm, the results were surprising. In some areas high IQ individuals work less, as might be expected by the idea that higher IQ people have more efficient brains for learning tasks, but in other areas, high IQ brains were working harder. When were high IQ brains working harder? Not prior or during the task, it seems, but when feedback was given and individuals were learning from their mistakes. From Graham et al. : “the Average IQ group failed to produce as much activation during feedback evaluation as did the High IQ group. These group differences are inconsistent with the neural efficiency hypothesis and instead suggest that the High IQ individuals were engaged in […]

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The Moral Harm of Dyslexia Unawareness

The Moral Harm of Dyslexia Unawareness

by | Aug 30, 2019 | , , , ,

Primum non nocere. – Latin Saying (First, do no harm) The Latin Saying Primum non-nocere may not have originated with Hippocrates, however the advice is also like a laser beam focused on the greatest harm that comes from dyslexia unawareness. A few days ago, a colleague sent me an article where Avengers star (Bruce Banner / the Hulk) Mark Ruffalo shared “The nun who was teaching me early on to read was very cruel because of my dyslexia…these teachings of Christ revolved around love and social justice, and then what I was seeing in that community, the way they did business, the way nuns treated children — all of that seemed to be at odds with each other. I lost my faith in that institution when I was very […]

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[PREMIUM] Realistic Confidence

[PREMIUM] Realistic Confidence

by | May 23, 2018 | , , , ,

We know that confidence can make a huge difference in course of people’s lives, but the question is how to avoid the extremes of underconfidence, which might lead to avoidance and underachievement, and overconfidence, which can also result in going off the rails. It was Albert Bandura, a founding father of scientific psychology who found that the best predictor of an individual person’s success is whether or not they believe they will succeed. But there’s an important caution here. There’s a difference between believing you will succeed and believing you will succeed easily…or to put it another way, there’s a difference between an unrealistic optimist and a realistic optimist. A realistic optimistic (or what some call a pessimistic optimist) anticipates that the path to success […]

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[PREMIUM] Dyspraxia and Independence

[PREMIUM] Dyspraxia and Independence

by | Mar 19, 2018 | , , ,

Dyspraxia (DCD) has its impact in childhood, but recently researchers have been looking more into the challenges that young adults face in higher education, general life skills, and the workplace. Dr. Amanda Kirby, who we interviewed in the last issue, did her thesis work in the area of 16-25 year olds with dyspraxia. Based on her interviews for the project, over half reported some ongoing difficulties whether it was learning to drive a car, writing by hand, or organizing their household. From our perspective, the information should be seen as helpful information that recognizes extra challenges that a young person with dyspraxia might face as well as the benefits of extra supports as this young person heads into full adulthood and independence. Some Findings re: […]

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