Many scientists, learning specialists and educators have long believed that it should be possible to “see” learning difficulties in specific parts of the brain with the right kind of imaging. A new study in the April 6, 2020 Issue of Current Biology dispels that belief. In fact, the overall connectivity and organization of the brain are what seem to be the most important. Here’s what we take from the study’s report:
The research clarifies why labels can be so misleading and why teachers so often feel unsure about what do to support children with a label, when children with the same label can be struggling with very different cognitive learning skills. So, for example, knowing that a student has working memory issues or visual-spatial processing issues or phonemic awareness issues or processing speed issues, is more important and more amenable to intervention.
The research also supports what we at BrainWare Learning company have long believed to be a core tenet of cognitive training — the need for cognitive processes to be connected and work accurately and efficiently together.
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