Neurobiology and Neuropsychology

of Learning Disabilities

Lab Manual

Sharry Dingman

Marist College
 Table of Contents

Review............................................................................................................ 3

MR.................................................................................................................. 12

Autism............................................................................................................ 13

Williams Syndrome........................................................................................ 17

Dyslexia.......................................................................................................... 18

Dispraxia......................................................................................................... 20

Dyscalculia...................................................................................................... 21

ADD/ADHD.................................................................................................. 23

Childhood Maltreatment................................................................................. 24

Developmental Aphasia.................................................................................. 25

Impulsivity....................................................................................................... 26

Prenatal Methadone Exposure......................................................................... 29

I.Q.................................................................................................................... 30
 Review
R

Please liist the 7 colo

ored location
ns of the braiin. Also draw
w an arrow to show which way the brain

is
i facing.
Pick one of the 7 areas and write a short paragraph about what it does.
Please laabel the 7 arrrowed areas of the Neuro
on. Also, aboout how manny Neurons are in the huuman

brain?
Please list the four types oof neurons.
 How Best to Learn

Below are a list of Learning Elements. Please reason over them and fill out the task on page 9.

Learning Elements

Emotional
Emotional factors which may influence learning are: motivation, responsibility, and persistence. Through
identification and modification, bad study / learning habits can be replaced by more productive habits.
Knowing your current levels of these emotional factors, and working to positively reshape them can not
only enhance your studying potential but change your outlook toward challenging courses.

Environmental
Environmental factors such as sound, temperature, lighting, and physical arrangement can have a
significant impact on your ability to learn / study. Although some of us enjoy loud background music,
many prefer a quiet place to learn, clear of distractions. Some students crank up the heating system
whereas others seem to prefer a cooler studying environment. Some children prefer a low lighting system
around them, while others have all the lights in the house on. Others enjoy the traditional chair and desk
study approach while still others seem to be able to study all curled up in the middle of a bed. In short,
paying close attention to these environmental factors and establishing an environment conducive to
studying can increase overall learning.

Biological
In the 1960s, Roger Sperry's Nobel prize winning work suggested that the right and left hand sides of the
human brain possessed specialized and different functions: the left being clinical and analytical while the
right influenced the more artistic and sensing side of our nature. That is, our left cerebral hemisphere
handled, in the main, logical/linear functions and verbal/linguistic skills, and the right half of our brain
developed a reputation as the artistic, imaginative, emotional, musical, and holistic side. Today, while that
form of cerebral thinking is considered somewhat simplistic, it may have opened up additional avenues to
greater exploration into the true nature of cognitive functioning and how all of us acquire, store and
employ domain specific knowledge.

That split-brain hypothesis so prevalent at that time represented a challenge to the concept of intellectual
quotient (IQ) which, in the main, purported to assess verbal/linguistic and logical/mathematical skills, skills
that were once considered to be handled by the left half of the brain. Today, more advanced research
suggests that IQ scores actually measure only some of our overall abilities. This fact is evidenced by the
realization that good athletes, artists or musicians were once simply (supposedly) talented while those
considered good in science and math were considered smart or intelligent. In today's 2009 world, all of
them ought to be considered 'intelligent.'

Sociological
Most students are not aware of the sociological factors that positively affect their ability to study effectively.
Some prefer studying alone, in pairs, or in teams with adults or any combination thereof. Similarly, some
seem to learn best in bright lights while others prefer darker corners. And some seem to learn best while
eating or drinking or with loud music on in the background. While it is difficult for a variety of these
sociological patters to operate simultaneously within one classroom, their value for efficient learning,
especially studying, is of note here. To sum, students benefit from utilizing a variety of different
sociological settings, as some serve to enhance initial learning while others act as reinforcement for
studying.

Physiological
Physical factors which influence your studying / learning style are those that involve your
senses: auditory (ears), visual (eyes), tactile (touch), kinaesthetic (motion), gustatory (taste),
and olfactory (smell), the initial three being more predominant. Visual students study best by watching a
process, or reading materials. Research suggests that most learning occurs here. Next comes the
auditory learning channel. Here, we study best by listening in class, discussing information in groups, and
reciting study notes. Tactile students study best by hands-on activities, manipulating objects or flash
cards, working problems or re-typing notes. Kinaesthetic students study best by demonstrating
movement in their work, exercising while reading, or walking while reciting their notes. Olfactory students
involve their nose to distinguish specific elements. And finally, gustatory students study best by tasting
the item under investigation. These latter two factors account for only a minor part of overall learning.

How more auditory learners study

Auditory students tend to learn mainly by hearing classroom information. They seem to learn best
through their ears, especially via verbal lectures, discussions, talking things through and listening to the
words of others. They interpret the underlying meanings of speech through listening to tone of voice, pitch,
speed and other nuances. When they have pages to read for homework, they need to quietly say the
words aloud in order to hear the words as they read. Often, written information has little meaning until it
is heard. When they are learning concepts such as phonetic sounds, they need to hear the
similarities. For example, they may not realize "ph" sounds just like "f" unless they say the sounds out
loud. Reading aloud, going over class notes and talking to oneself about the relevant points is
important. Before reading, set a purpose and verbalize it, after finished a task, be sure to summarize out
loud what was just read. 

These learners often benefit from reading text aloud and using a tape recorder. Taping lectures or notes
and playing them back to learn the information can be quite an effective way for an auditory student to
understand and remember the information. The speaking of ideas into a tape recorder is like having a
conversation with someone. If possible, such learners should talk to their friends about the
material. Because auditory learners sometimes encounter problems keeping columns aligned, math
computations can be completed on graph paper. The extreme left-hand column in Table 1 below lists
alternative strategies for the auditory learner.

How more visual learners study

Visual students learn mainly by 'seeing' the material to be learned, that is, when the material is presented
graphically, as in charts, tables, illustrated text books, overhead transparencies, videos, flip charts, hand-
outs, maps, etc. Such students often prefer sitting at the front of the classroom to avoid irrelevant visual
obstructions. When in class, visual people should look at the teachers when they are speaking,
participate in class discussions and take detailed notes during lectures. Visual learners enjoy watching
the teacher's body language and facial expression. This enables them to better comprehend the content
of the classroom subject under discussion. When studying, such students tend to study alone in a quiet
place and try to transcribe their material on paper. When possible, make designs, drawings, graphs or
tables of complex abstract ideas and work alone.

Students who learn visually often have trouble working while having a dialogue, even if the dialogue
directly pertains to the subject matter. Any homework they can complete using diagrams, time lines,
charts, or graphs will be better remembered. As they read pages for homework, they need to either take
written notes or underline important facts and dates in colors. When they are learning such auditory
concepts as phonetic sounds, they must see the letters to learn.

How more kinaesthetic-tactual learners study

Of all the types of classroom students, perhaps the kinaesthetic / tactual learners are the most maligned
group; they learn best through a hands-on approach. In other words, these are your touchers and feelers;
they like to be physically involved as they find it extremely difficult to sit still. They often get out of their
desks, pace around the classroom, want to have music or television playing in the background. In short,
they are almost constantly finding themselves distracted.
They need to learn keyboarding skills, because these types of learners work well on computers where
they can touch the keys as they type. They learn well when they can do things, such as in a lab. They
need to actually use their hands and bodies while learning. Kinaesthetic / tactual learners may need to
walk around or pace or hop or whatever while reading. When studying for tests, they need to make flash
cards to remember important dates and facts. Unfortunately, they often have a hard time in school
because they have to sit still and listen to a teacher. They need to learn to take notes in class in order to
have something for their hands to do. The two right-hand columns in Box 1 below contain additional
alternative strategies for such learners.
Instructions:

Print out and read over the following three (3) lists of statements. Using a highlighter or pen, circle or/and
note the numeral to the left of every statement that you feel that best applies to you, at this point in time of
your busy life. As we all differ so markedly in how we acquire and retain knowledge and especially, for
this note, how we best study, there are no right or wrong statements, only non applicable comments. You
may have as much time as you need to complete the three sections, so read over each studying
characteristic carefully and, if it applies to you, note it in your own way before you complete the two
remaining sections.

Auditory studying style

1. If I hear someone's name, I remember it easily.

2. Rather than reading a book, I prefer to listen to a tape or someone read the book to me.
3. I can pay attention and remember easier when others read out loud to me.
4. I find that songs and jingles help me to remember things.
5. I use oral explanations and ask students to repeat or paraphrase.
6. I use audio recordings whenever possible.
7. I give oral instructions most of the time.
8. I explore and develop information through class discussions.
9. I remember songs after hearing them only a couple of times.
10. I often read and study by repeating information aloud to myself.
11. When taking a class test or term exam, I am easily distracted by background noise.
12. I like to study for tests by having someone quiz me aloud.
13. I like to talk and listen.
14. I work out my math story problems by talking through them aloud.
15. I participate in class discussions/debates.
16. I make speeches and presentations.
17. I use a tape recorder during lectures instead of taking notes.
18. I read text out aloud.
19. I create musical jingles to aid memorization
20. I create mnemonics to aid memorization
21. I discuss my ideas verbally.
22. I dictate to someone while they write down my thoughts.
23. I use verbal analogies, and story telling to demonstrate my point

Visual studying style

1. I prefer to have a clear view of my subject teachers when they are speaking. In this way, I can see
their body language and facial expression.
2. I use color to highlight important points in a textbook or in a handout.
3. I take notes and I ask my teachers to provide handouts.
4. I illustrate my ideas as a picture or brainstorming bubble before writing them down.
5. I write a story and illustrate it.
6. I use multi-media (e.g., computers, videos, and filmstrips).
7. I study in a quiet place away from verbal disturbances.
8. I prefer to read illustrated books.
9. I visualize information as a picture to aid memorization.
10. To see if I have spelled a word correctly, I write it out to see if it looks right.
11. I can remember names if I see them written on name tags.
12. I enjoy reading books, looking at the pictures and using visual materials such as pictures, charts,
maps, graphs, etc.
13. Before doing a project, I prefer to read the instructions or look at the illustrations.
14. I take down class notes to help me to remember what the teacher says.
15. I usually write down my assignments to help me to remember its contents.
16. I like to use flash cards to practice vocabulary words.
17. My desk and locker is neatly organized.
18. I am able to sit and watch TV or work on the computer / internet for a long time.
19. I understand things better when I read them than when I listen to them.
20. I prefer being given a list of duties to complete rather than being told.
21. I seem to be able to picture things in my mind easily.
22. I learn best via visual aids (e.g., chalkboard notes, visual illustrations, charts, graphs, concept maps,
outlines, graphic organizers).
23. I seem to understand knowledge best via video recordings.

Kinaesthetic-tactual studying style

1. I take frequent study breaks.

2. I move around to learn new things (e.g., read while on an exercise bike, mould a piece of clay to learn
a new concept).
3. I enjoy working in a standing position.
4. I chew gum while studying.
5. I use bright colors to highlight reading material.
6. I dress up my work space with posters.
7. I listen to music while I study.
8. I skim through reading material to get a rough idea what it is about before settling down to read it in
detail.
9. I emphasize and clarify ideas through gesture, facial expression and dramatization.
10. I enjoy active learning and direct experience and experimentation.
11. I prefer completing tasks which imply physical movement.
12. I prefer doing class assignments that involve project work.
13. It is hard for me to pay attention when I must sit still for the entire class period.
14. I enjoy sports and being active.
15. I count on my fingers or with other objects to do math problems.
16. My favourite classes are those where I can move around a lot.
17. I choose to play outside rather than sit inside and read a book or listen to tapes.
18. I have a hard time staying neat and organized.
19. I am good at skills that require precise movements, for example, walking on a balance beam, serving
a volleyball, or playing ping-pong.
20. I prefer to learn a new activity by being shown how to do it rather than by reading about it or listening
to a tape about it.
21. I would like to act out stories rather than talk about them.
22. I have a good sense of balance and rhythm.

Summary Instructions

Your three (3) above totals may suggest your possible dominant studying style. That is, if your highest
total is visual, you likely study best by SEEING, that is, you tend to remember best by using your eyes for
studying. If your highest total is auditory, you likely study best by HEARING. In other words, you
remember best by using your ears to study. And, if your highest total is kinaesthetic-tactual, you
probably study best by DOING things, that is, you remember best by movement or physical activities that
involve many parts of your body, in particular, your hands and feet.
 MR
Please define the following turns in your own words:

1. MRI

2. fMRI

3. EEG

4. Ultrasound

5. X-Ray
 Autism
1. What is autism?

2. How common is it?

3. Which gender is most commonly affected?

4. How do doctors diagnose this disorder?

5. List the symptoms displayed by autistic individuals

6. List 5 of the characteristics that may be present in autistic individuals.

7. What is the cause of autism? Is there a cure?

1. What is an ERP? Explain.

2. What is an IDM? Explain.

3. Write about the most important thing you have learned from chapter 1.
4. What are the 5 domains of social behavior? Explain each in a few sentences.
5. What direction does the brain face on page 60?

6. What is the role of the Amygdala?

7. In a human with Autism?

8. What is the role of the Fusiform Gyrus?

9. In a human with Autism?

 Williams Syndrome
For whom is Williams Syndrome named after?

1 in how many births tend to have Williams Syndrome?

What are some of the signs and symptoms of Williams Syndrome?

What are the causes of Williams Syndrome? Is there a cure?

What is the general IQ of one with Williams Syndrome?

Explain the visual-spatial cognition in Williams Syndrome patients.

 Dyslexia
In your own words, what is Dyslexia?

What causes Dyslexia?

Are there any cures?

What are the classifications of Dyslexia?

What are the signs and symptoms of Dyslexia?

If you were a teacher, how would you be able to tell the difference between a student with

Dyslexia? Why/why not?

What are DD, RD, and SRD?

What are the six-faceted in the book? Explain them in your own words.
 Dispraxia
In your own words, what is Dispraxia?

What causes Dispraxia?

Are there any cures?

What are the signs and symptoms of Dispraxia?

 Dyscalculia
What is the etymology of ‘Dyscalculia’?

How do you diagnose Dyscalculia?

What causes Dyscalculia? Is there a cure?

What types of scans would be beneficial in diagnosing and treating Dyscalculia?

Is there a single core deficit that causes Dyscalculia? Explain.

List and explain in your own words the 3 subgroups of developmental dyscalculia listed in the

book.
 ADD/ADHD
In your own works, what is ADD/ADHD?

List some symptoms of ADD/ADHD.

List a few treatments for ADD/ADHD.

What is Dopamine?

List and explain in your own words 3 of the dopaminergic theories in chapter 10.
 Childhood Maltreatment
http://cmx.sagepub.com/ 

Go to the link and find an article on Child Maltreatment. Write a short summery of the article and add 

your own thoughts at the end. Be sure to cite the article you choose! 

 
 Developmental Aphasia
Define, in your own words, Aphasia.

What are some signs and symptoms of Aphasia?

What causes Aphasia?

Are there any treatments for Aphasia?

 Impulsivity
Please fill out the follower survay

DIRECTIONS: People differ in the ways they act and think in different situations.  This is a test to 
measure some of the ways in which you act and think.  Read each statement and put an X on 
the appropriate circle on the right side of this page.  Do not spend too much time on any 
statement.  Answer quickly and honestly. 

           О       О              О        О 

  Rarely/Never       Occasionally     Often   Almost Always/Always 

1    I plan tasks carefully.    О О О О

2    I do things without thinking.    О О О О

3    I make‐up my mind quickly.    О О О О

4    I am happy‐go‐lucky.    О О О О

5    I don’t “pay attention.”    О О О О

6    I have “racing” thoughts.    О О О О

7    I plan trips well ahead of time.    О О О О

8    I am self controlled.    О О О О

9    I concentrate easily.    О О О О

10  I save regularly.    О О О О

11  I “squirm” at plays or lectures.    О О О О

12  I am a careful thinker.    О О О О

13  I plan for job security.    О О О О

14  I say things without thinking.    О О О О
15  I like to think about complex problems.   О О О О

16  I change jobs.    О О О О

17  I act “on impulse.”    О О О О

18  I get easily bored when solving thought problems.   О О О О

19  I act on the spur of the moment.   О О О О

20  I am a steady thinker.    О О О О

21  I change residences.    О О О О

22  I buy things on impulse.    О О О О

23  I can only think about one thing at a time.   О О О О

24  I change hobbies.    О О О О

25  I spend or charge more than I earn.   О О О О

26  I often have extraneous thoughts when thinking.   О О О О

27  I am more interested in the present than the future.   О О О О

28  I am restless at the theater or lectures.   О О О О

29  I like puzzles.    О О О О

30  I am future oriented.    О О О О
 
If you would like to see how you did, go to the below link.

http://impulsivity.org/BIS‐11/bis‐11‐administration‐and‐scoring 

Impulsivity (or impulsiveness) is a personality trait characterized by the inclination of an

individual to initiate behavior without adequate forethought as to the consequences of their

actions, acting on the spur of the moment.

Five separate aspects of impulsivity are Positive Urgency, Negative Urgency, Lack of

Premeditation, Lack of Perseverance, and Sensation-seeking. Below define each of these terms

and state a situation regarding the task.

 Prenatal Methadone Exposure

Prenatal methadone exposure: effects on behavior in early infancy.

Abstract
As part of an ongoing longitudinal study of the developmental effects of prenatal methadone exposure, 41
children born to methadone-maintained mothers and 23 children from matched backgrounds but with
negative maternal history of drug abuse were evaluated at six months of age. Each child received
physical and neurological examinations and a battery of behavioral assessments that included a visual
habituation task, the Bayley Scales and the Object Permanence Scales. The groups did not differ
significantly in frequency of suspect-abnormal neurological signs or in mean scores on the three
behavioral measures. Despite the great within-group variances, performance on the behavioral measures
was not related to maternal or neonatal characteristics. There were significantly more low PDI scores
(predictors of developmental difficulties) among methadone subjects, particularly among methadone vs
comparison males. These findings corroborate other studies that have shown 1) delayed motor
development in methadone-exposed infants, 2) greater vulnerability of males to adverse environmental
conditions, and 3) correlation between early methadone exposure and behavioral abnormalities in adult
male rats. The significance of prenatal methadone exposure as a risk factor is discussed.
Johnson HL, Rosen TS.
College of Physicians and Surgeons, Department of Pediatrics, Columbia Presbyterian Medical Center,
New York, NY 10032, USA.
http://www.ncbi.nlm.nih.gov/pubmed/12760403 

Did you find the findings of this article shocking? Find another article about Prenatal Methadone

Exposure and write a short response on it. Be sure to attach the article.
 I.Q.
What does I.Q. stand for?

What is the norm score for an I.Q. test?

What is Mental Retardation considered on an I.Q. test?

What is the Standard Deviation of an I.Q. test?

Who and when was the first I.Q. test made and in what nation?

What happens to speech if one is about two standard deviations away from the one they are

talking too?

What are the two main providers of I.Q. tests today?