Evidence for a right‐hemisphere developmental learning disability

Tranel, Daniel; Hall, Laurie E.; Olson, Steve; Tranel, Ned N.

doi:10.1080/87565648709540369

Cited by 68 publications

(27 citation statements)

References 19 publications

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“…Within the field of developmental learning disabilities, it is widely acknowl- edged that forms other than linguistic LD can be found (e.g., Tranel et al, 1987;Voeller, 1986;Weintraub & Mesulam, 1983). Despite this consensus and the availability of group studies of these forms of nonverbal learning disabilities, their characteristics, identification criteria, and assessment procedures are not unified and are poorly delineated.…”

Section: Discussionmentioning

confidence: 99%

“…Interestingly, most of the earlier studies have been case reports whose underlying deficit was identified in adult life (Nichelli & Venneri, 1995;Tranel et al, 1987;Voeller, 1986;Weintraub & Mesulam, 1983). Compared to learning problems affecting verbal abilities, which are usually identified very early in the school career, nonverbal difficulties are often brought to clinical attention at a much later point.…”

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confidence: 99%

“…In particular, Weintraub and Mesulam (1983) reported on a group of 14 patients, mainly young adults, who had a pattern of cognitive and emotional impairment that the authors associated with dysfunction of the right hemisphere. A few years later, Tranel, Hall, Olson, and Tranel (1987) described a group of 11 patients with striking neuropsychological evidence of right hemisphere dysfunction, including severe deficits in nonverbal intelligence, visual memory, and visuospatial functions. Neurological and functional evidence of right hemispheric dysfunction was collected by Nichelli and Venneri (1995), who studied a 22-yearold male patient and found marked hypometabolism of the right hemisphere using positron emission tomography (PET).…”

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confidence: 99%

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A Rapid Screening Measure for the Identification of Visuospatial Learning Disability in Schools

Cornoldi

Venneri

Marconato³

et al. 2003

J Learn Disabil

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Verbal and nonverbal forms of developmental learning disabilities have been reported. Whereas there are several instruments for evaluating children for the presence of verbal learning disabilities at school, no screening tool is available to identify children who have nonverbal learning disabilities. This study aimed at devising and validating a short screening questionnaire that can be used by teachers in primary schools to identify those children who need to be referred for clinical services because they have a visuospatial learning disability (VSLD). An 18-item Shortened Visuospatial Questionnaire (SVS) was derived from an earlier, longer version. Its validation procedure was twofold and was achieved by (a) verifying that children who had been identified with the SVS questionnaire as having a VSLD actually showed visuospatial deficits on psychometric evaluation and by (b) rating with the SVS a clinically identified population of children with VSLD. The results of the validation procedure showed that the SVS is a quick, reliable, and valid instrument that may be helpful in identifying children with VSLD in primary school.

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Section: Discussionmentioning

confidence: 99%

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confidence: 99%

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confidence: 99%

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A Rapid Screening Measure for the Identification of Visuospatial Learning Disability in Schools

Cornoldi

Venneri

Marconato³

et al. 2003

J Learn Disabil

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“…The present research investigates these issues in children with visuospatial learning disabilities (VSLD), a particular type of learning disability, described for the first time by Rourke (1989Rourke ( , 1999 under the label of nonverbal learning disabilities. Children exhibiting nonverbal learning disabilities typically show problems in visuospatial-organisational, psychomotor, tactileperceptual, and nonverbal problem solving skills, associated with right-hemisphere dysfunction (Nichelli & Venneri, 1995;Tranel, Hall, Olson, & Tranel, 1987), but perform normally in linguistic tasks such as rote verbal learning, verbal classification, and regular phoneme -grapheme matching. Despite the fact that children with a nonverbal syndrome (visuospatial learning disability) have been clinically examined in a series of studies (Rourke, 1999, for a review), cognitive neuropsychological research is still needed in order to find their specific patterns of functioning.…”

Section: Introductionmentioning

confidence: 99%

Sequence and space: The critical role of a backward spatial span in the working memory deficit of visuospatial learning disabled children

Mammarella¹,

Cornoldi²

2005

Cognitive Neuropsychology

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The clinical use of backward spatial short-term memory tasks, and in particular of the Corsi backward task, it has increased and it has generated a series of theoretical hypotheses. For example, it has been argued that (in its comparison with the forward version) it has the same implications as the backward digit span and/or it requires the use of amodal central executive components of working memory. This research tested the hypotheses that the backward spatial span does not involve the controlled use of the same type of sequential spatial processing involved in the forward version, that its impairment is modality specific, and that children with specific visuospatial learning disabilities (VSLD) have lower performance in backward than in forward Corsi Blocks test, compared to a control group. In Study 1, participants were administered a verbal span test (Digit Span test) and a visuospatial span test (Corsi Blocks task) both in the forward and backward versions, while in Study 2 only the Corsi test was administered. The comparison between the forward and backward span versions showed that both visuospatial learning disabled children (VSLD) and controls presented with the Digit Span had a lower performance with the backward version. However, for the Corsi task, this difference was present only for VSLD children. In fact, results revealed a significant impairment in the backward version of the Corsi test in the VSLD group, but not in the forward version, and in the Digit Span tasks. Results suggest that the Corsi backward task is not the spatial analogue of the Digit backward task and that it involves specific spatial processes.

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“…We can, as yet, only conjecture how issues such as developmental plasticity would affect the brain's reciprocal interactions. Even than, some of the more recent research on emotional behavioral syndromes in children with certain types of learning disability suggest a tentative basis for future extrapolation with younger populations (Rourke et al, 1989;Tranel et al, 1987). Despite these limitations and caveats, the integration of the emotional agenda into a current neuropsychological framework holds great promise for increasing the efficacy and utility of assessments, and hopefully for improving the ability of neuropsychologists to render appropriate diagnoses and treatment recommendations.…”

Section: Limitations Exclusions and Future Directionsmentioning

confidence: 99%

Emotional behavior as an agenda in neuropsychological evaluation

1994

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In an effort to objectify neuropsychologic evaluations, consideration of a patient's emotional behavior has often been neglected. An extensive literature review is undertaken in an effort to document lateralized emotional behaviors commonly found in brain injury populations. This evidence is contrasted with the psychiatric symptoms and lateralized neuropsychologic impairments seen in major depression and schizophrenia. A theoretical model is then proposed that attempts to integrate these "functional" vs. "organic" symptoms based upon reciprocal inhibition of lateralized emotional functioning in brain injury and psychiatric disorders. This opponent process model not only seems to account for some of the discrepant findings in the literature, but additionally provides a cogent and useful marker to neurophychologically differentiate "neuronal" vs. "metabolic" disorders. The model further suggests new ways of envisioning treatment and recovery from both psychiatric illness and brain injury.

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Evidence for a right‐hemisphere developmental learning disability

Cited by 68 publications

References 19 publications

A Rapid Screening Measure for the Identification of Visuospatial Learning Disability in Schools

A Rapid Screening Measure for the Identification of Visuospatial Learning Disability in Schools

Sequence and space: The critical role of a backward spatial span in the working memory deficit of visuospatial learning disabled children

Emotional behavior as an agenda in neuropsychological evaluation

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