Vorlesung “Lern- und Verhaltensstörungen” Partielle Lernbeeinträchtigung auf Grundlage von Teilleistungsschwächen Evelin Witruk Fakultät für Biowissenschaften, Pharmazie und Psychologie der Universität Leipzig Vorlesung “Lern- und Verhaltensstörungen” November/Dezember 2006

Überblick Definitionen Partielle Lernbeeinträchtigung, umschrie-bene Entwicklungsstörung, Teilleistungsschwäche Erklärungsmodell von Habib (2000) Legasthenie 3.1 Definition, Ausschlußkriterien, Prävalenzraten, Subtypen 3.2 Mehrebenenmodell von Valtin (modif. 1996) 3.3 Primäre Ursachen der Legasthenie 3.4 Sekundäre Ursachen – Teilleistungs-schwächen 3.5 Primäre Symptome – Lese- und Rechtschreibversagen 3.6 Ausbildung sekundärer Symptome 4 Weitere partielle Lernbeeinträchtigungen (Rechenschwäche, motorische, sprachliche Beeinträchtigungen)

1 Definitionen Partielle Lernbeeinträchtigung, umschriebene Entwicklungsstörung, Teilleistungsschwäche

3 Legasthenie (Lese- Rechtschreibschwäche, Dyslexia) 3.1 Definition, Ausschlußkriterien, Prävalenzraten, Subtypen

3.2 Mehrebenenmodell (modif. nach Valtin, 96)   Diagnostik Intervention primär Ursachen sekundär Symptome

3.3 Diagnostik/Analysen primärer Ursachen

Beispiel: Visible Persistence is the amount of time for which a visual stimulus continues to be seen after it has been terminated (Breitmeyer et.al. 1976)

Methods of the Study

A Ternus Display B Element Movement C Group Movement Frame 1 2

Variables plan

Samples

Results

Visible persistence in Dyslexics and in other groups with developmental disorders Do exist a visible deficit in dyslexics? How spezific is this deficit?

black/wite presentation ISI 17-67 All subjects

Cluster analysis of the German subjects How strong is the correspondence with the groups?

Dyslexia subtypes (3 clusters) Dyslexia subtypes and their discrimination (Germany) Dyslexia subtypes (3 clusters)

3.4 Sekundäre Ursachen – Teilleistungsschwächen (Beispiel:Arbeitsgedächtnis bei Legastenikern im Kultur- /Sprachvergleich)

Tasks sets a b c d ?

Characteristics of the subsamples

Reaction time for correct responses

Reaction time for correct responses

Means of local maxima

Means of local maxima

Diskussion der beiden Experimente

Experiment 1: It is no significant effect of location in basic, visible function like visible persistence. The group effect in Australia is significant, in Germany not till then significant, when the dyslexia subtypes were integrated. Only one dyslexia subtype (6) showes a significant longer duration of the visible persistence than the other groups. An other dyslexia subtype (5) showes a similar persistence like the dyscalculia group in the sense of shorter duration of visible persistence. We found an age stability of the visible persistence for all subjects.

The discrimation of the groups and subtypes by the variables of concentration ability (accuracy and speed) is corresponding with Vidyasagars (1999) model of the flexibility of the locus for focal attention. The groups overlapping clusters link to similarities in the visual partial performances in different developmental disorders like dyslexia, dyscalculia, attention deficit disorder and in the control group. This result is corres- ponding with the model of Habib (2000) and supports the assumption of an unspecific common deficit on the temporal processing.

Experiment 2: - High Chinese superiority effect regarding the phonological loop (significant lower reaction time and higher accuracy) and the visual-spatial sketchpad (significant lower reaction time) - High discrmination of dyslexics in the German samples by the auditory tasks with highly controlled executive processes (serial recall). Summarized: - Basic, early visual functions do not show cultural/language dependency. Their specificity only for dyslexics could not be found. - Higher, complex visual and auditory functions, which involve working memory performances, show a strong dependency of the language/culture.

3.5 Primäre Symptome – Versagen im Lesen und/oder Rechtschreiben

3.6 Ausbildung sekundärer Symptome

4. Weitere partielle Lernbeein-. trächtigungen 4 Weitere partielle Lernbeein- trächtigungen (Rechenschwäche, motorische, sprachliche Beeinträchtigungen)