hrcak mascot   Srce   HID

Izvorni znanstveni članak
https://doi.org/10.31299/hrri.53.1.8

Specific learning impairment and cerebellar theory: Insight into balance and motor tasks

Mirjana Lenček ; Edukacijsko-rehabilitacijski fakutlet Sveučilišta u Zagrebu
Mateja Usorac
Jasmina Ivšac Pavliša ; Edukacijsko-rehabilitacijski fakultet Sveučilišta u Zagrebu, Odsjek za oštećanja sluha

Puni tekst: hrvatski, pdf (376 KB) str. 101-114 preuzimanja: 615* citiraj
APA 6th Edition
Lenček, M., Usorac, M. i Ivšac Pavliša, J. (2017). Specifične teškoće učenja i cerebelarna teorija - uvid u zadatke ravnoteže i motorike. Hrvatska revija za rehabilitacijska istraživanja, 53 (1), 101-114. https://doi.org/10.31299/hrri.53.1.8
MLA 8th Edition
Lenček, Mirjana, et al. "Specifične teškoće učenja i cerebelarna teorija - uvid u zadatke ravnoteže i motorike." Hrvatska revija za rehabilitacijska istraživanja, vol. 53, br. 1, 2017, str. 101-114. https://doi.org/10.31299/hrri.53.1.8. Citirano 08.12.2019.
Chicago 17th Edition
Lenček, Mirjana, Mateja Usorac i Jasmina Ivšac Pavliša. "Specifične teškoće učenja i cerebelarna teorija - uvid u zadatke ravnoteže i motorike." Hrvatska revija za rehabilitacijska istraživanja 53, br. 1 (2017): 101-114. https://doi.org/10.31299/hrri.53.1.8
Harvard
Lenček, M., Usorac, M., i Ivšac Pavliša, J. (2017). 'Specifične teškoće učenja i cerebelarna teorija - uvid u zadatke ravnoteže i motorike', Hrvatska revija za rehabilitacijska istraživanja, 53(1), str. 101-114. https://doi.org/10.31299/hrri.53.1.8
Vancouver
Lenček M, Usorac M, Ivšac Pavliša J. Specifične teškoće učenja i cerebelarna teorija - uvid u zadatke ravnoteže i motorike. Hrvatska revija za rehabilitacijska istraživanja [Internet]. 2017 [pristupljeno 08.12.2019.];53(1):101-114. https://doi.org/10.31299/hrri.53.1.8
IEEE
M. Lenček, M. Usorac i J. Ivšac Pavliša, "Specifične teškoće učenja i cerebelarna teorija - uvid u zadatke ravnoteže i motorike", Hrvatska revija za rehabilitacijska istraživanja, vol.53, br. 1, str. 101-114, 2017. [Online]. https://doi.org/10.31299/hrri.53.1.8

Sažetak
The cerebellar deficit hypothesis, proposed by Nicolson and Fawcett (1996; 1999), suggests that dyslexia, one of the most frequent specific learning disabilities, involves general impairment in the ability to perform skills automatically, which several studies have linked to the cerebellum. Disorders in cerebellar development may lead to impairments in reading and writing that are key features of dyslexia and other specific learning disabilities, which would be consistent with the presumed role of the cerebellum in language-related skills. The cerebellum has traditionally been considered as a motor area, so performance on motor and balance tasks may be a way to assess problems in cerebellar function associated with specific learning impairment. The aim of the present study was to determine whether there are differences in performance on balance and motor tasks (Yap and van der Leij, 1994; Ramus and colleagues, 2003) between students with specific learning disabilities (N=32) and typically developing students (N=32), as well as to determine whether performance in both groups correlates with reading skills. Students were in the fourth grade of elementary school in Zagreb, Croatia. Typically developing students achieved a significantly higher total score on balance and motor tasks than students with specific learning disabilities (Mann Whitney U test), supporting the cerebellar deficit hypothesis. In addition, performance on balance and motor tasks correlated significantly with performance on reading tasks (Spearman’s rank correlation). Further research is needed to clarify these correlations and why they occur.

Ključne riječi
Specific learning impairment; cerebellar theory; balance; motor performance

Hrčak ID: 183843

URI
https://hrcak.srce.hr/183843

[hrvatski]

Posjeta: 940 *