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The Neuropsychology of Children’s Learning Disorders

  • Chapter
The Rehabilitation of Cognitive Disabilities

Abstract

Early theories of children’s learning disabilities were modeled largely upon acquired language and speech disorders in adults. These explanations ranged from “functional retrogression” or a return to an earlier stage of development (Jackson, 1874), to the hypotheses that letter reversals were associated with confused dominance of cortical hemispheres (Orton, 1937). For the most part, these early notions of children’s learning disorders were attributed to anomalies of the central nervous system (Critchley, 1964; Orton, 1937).

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Authors
  1. Gurmal Rattan
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  2. Raymond S. Dean
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Editors and Affiliations

  1. Center for Applied Psychological Research, Memphis State University, Memphis, Tennessee, USA

    J. Michael Williams  & Charles J. Long  & 

  2. Neuropsychology Laboratory, University of Tennessee Center for the Health Sciences, Memphis, Tennessee, USA

    Charles J. Long

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© 1987 Plenum Press, New York

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Rattan, G., Dean, R.S. (1987). The Neuropsychology of Children’s Learning Disorders. In: Williams, J.M., Long, C.J. (eds) The Rehabilitation of Cognitive Disabilities. Springer, Boston, MA. https://doi.org/10.1007/978-1-4613-1899-6_11

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  • DOI: https://doi.org/10.1007/978-1-4613-1899-6_11

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