Higher Studies: IIT Hyderabad Announces 3 New Industry-Oriented BTech Programmes  |  Leadership Instincts: Innovation Hub of IIT Hyderabad and ARAI sign MoU for India Specific AV Tech  |  International Edu News: Nobel Peace Prize Laureates of 20th Century  |  International Edu News: Nobel Peace Prize 2021 for Safeguarding Freedom of Expression  |  Finance: Nobel Prize-Economics: Empirical Modeling and Applications in Textile Industry  |  Science Innovations: Explaining Brown Dwarfs  |  Best Practices: ITIC Incubator at IIT Hyderabad to Promote Six Startups in Autonomous Navigation  |  Teacher Insights: Depressed Adolescents Muted in Reaction to Distressing Images  |  Leadership Instincts: A new Lab for Science in Diplomacy in Geneva  |  Parent Interventions: Parental Genes May Influence Child’s Educational Attainments  |  Education Information: Nobel Stories: a Throwback and Latest Updates   |  Teacher Insights: School Reopening: Online as well as Classroom Learning should go hand-in hand  |  Education Information: UCSF Starts New Organisation to Involve Students in Covid Research  |  International Edu News: Go Green, Go Paperless! Next-Gen Education goes Paperless.  |  National Edu News: Go Green, Go Paperless! Next-Gen Education goes Paperless.  |  
April 23, 2020 Thursday 03:26:36 PM IST

Learning Problems Linked to Brain Hub Connectivity

Teacher Insights

Researchers at University of Cambridge have found that children with learning difficulties have poor brain hub connectivity. The findings were based on a study of 479 children of which 337 had learning-related cognitive problems. Children's brains are organised like an efficient traffic system or social network. Those with well-connected brain hubs have very specific cognitive difficulties such as poor listening skills or no difficulties at all. But children with poorly connected hubs have widespread and severe cognitive problems. Earlier it was believed that there are specific brain regions that predict having a particular learning difficulty or developmental disorders such as attention deficit hyperactivity disorder (ADHD), dyslexia or autism spectrum disorder. Dr Duncan Astle who led the study said that interventions by teachers should be less reliant on diagnostic labels and should be supported with specific ones such as improving listening skills or language competencies or at interventions that would be good for the whole class, like how to reduce working memory demands during learning.

Comments