Dificultades en la percatación rápida de incongruencias en el trastorno de aprendizaje procedimental: posible disfunción de la coherencia central
Procedural learning disorder, or non-verbal learning disorder, affects the automation of perceptual motor and cognitive skills and routines. AIM: To further our knowledge of the neurocognitive dysfunction in this disorder and, more specifically, to analyse the difficulties experienced when going fro...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Fecha de publicación: | 2011 |
| País: | España |
| Institución: | Universidad de Navarra |
| Repositorio: | Dadun. Depósito Académico Digital de la Universidad de Navarra |
| Idioma: | español |
| OAI Identifier: | oai:dadun.unav.edu:10171/22777 |
| Acceso en línea: | https://hdl.handle.net/10171/22777 |
| Access Level: | acceso abierto |
| Palabra clave: | Cognition Disorders/physiopathology/psychology Learning Disorders/physiopathology/psychology Psychomotor Performance/physiology Neurología |
| Sumario: | Procedural learning disorder, or non-verbal learning disorder, affects the automation of perceptual motor and cognitive skills and routines. AIM: To further our knowledge of the neurocognitive dysfunction in this disorder and, more specifically, to analyse the difficulties experienced when going from recognition of the constituting elements of something to an understanding of the whole. DEVELOPMENT: Contrasting simultaneous visual information and the swift recognition of contradictions are especially difficult abilities for children with procedural learning disorder. CONCLUSIONS: These difficulties may reflect a central coherence dysfunction and can partly account for the deficient ability to adapt their social behaviour displayed by these children |
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