Introduction
Hypothesis
Development psychology focusing on learning disabilities provides specific training on different learning disabilities and issues. The focus is mainly on improving an understanding of the nature of people with learning disabilities, challenging specific behaviors and needs, and most importantly, providing affected students with effective support with a primary aim of improving the capacity of local providers.
Studies related to students with learning disabilities tend to underscore an important role in specific forms of skills and, most importantly, knowledge in learning. Development psychology in instruction and assessment are described, which may have revolutionary implications important in addressing issues of learning disabilities. The hypotheses in this study can be related to significant changes in consideration to the conceptualization of learning disabilities. These changes include a change from implicating a specific deficit in an individual to a focus on assessing specific knowledge and skill. Besides, another change involves general and static diagnoses being replaced by domain-specific and dynamic diagnoses. For example, individuals with math learning disabilities are more likely to show deficits across different math cognition tasks. Studies show that most of the children with this learning disability tend to be fully or partially mediated by working memory or, in some cases, speed of processing (Geary et al., 2007). Another example is the decision students with and those without social perceptual difficulties regarding non-verbal learning disabilities present major group differences in consideration to the levels of humor comprehension (Semrud-Clikeman & Glass, 2008).
Learning disabilities result from genetic or neurobiological factors or, in some cases, both, which alter an individual’s brain functioning, thus affecting one or more cognitive processes related to learning. These processing problems play a substantial role in interfering with learning basic skills. These skills include math, reading, and writing. As a result, the hypothesis above fits the literature review’s context as it focuses on specific ways and impacts of developmental psychology in dealing with students affected with learning disabilities. Besides, the hypothesis is delivered from the research presented.
Methods
The study design in this research is mainly correlational research design. Logically, this research design seeks to investigate the relationship between variables in this study without being controlled or manipulated. This case means that the focus will be on the relationship between developmental psychology and learning disabilities among different people. As a result, this design will play an important role in reflecting the strengths or directions concerning the relationships between these variables. Logically, the characteristics related to studies in learning disabilities show provided content areas related to this research have changed dramatically from past studies. However, there continue to be major issues in consideration of the selection of individuals with learning disabilities for the study. As a result, these issues are compounded, particularly due to the failure of researchers to describe samples in their studies adequately. However, there is a general appearance of methodological problems regarding the design of studies related to learning disabilities. As a result, this study employs a fairly high proportion of studies that focus on employing true experimental designs.
The research participants will include individuals with and without learning disabilities between 10 to 16 years. Participants will also include both genders to get the best result possible from the study. The study participants will include 20 individuals, ten being males and ten being females.
References
Semrud-Clikeman, M. & Glass, K. (2008). Comprehension of humor in children with nonverbal learning disabilities, reading disabilities, and without learning disabilities. Annals of Dyslexia, 58(2), 163-182 http://www.jstor.org/stable/23765052
Geary, David C., Hoard, M.K., Byrd-Craven, J., Nugent, L., & Numtee, C. (2007). Cognitive mechanisms underlying achievement deficits in children with mathematical learning disability. Child Development, 78(4), 1343-1359. http://www.jstor.org/stable/4620706
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