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Exceptional Learners
Chapter 6
| Term | Definition |
|---|---|
| Minimal Brain Injury | Individuals who show behavioral but not neurological signs. |
| IQ-Achievement Discrepancy | a significant gap—typically 30 points or two standard deviations—between a student’s estimated intellectual ability (IQ) and their actual academic performance in areas like reading or math. |
| Magnetic Resonance Imaging | A brain imaging technique that uses magnetic fields and radio waves to create detailed cross-sectional pictures of the brain’s structure. |
| Functional Magnetic Resonance Imaging (fMRI) | An advanced form of MRI that measures brain activity by detecting changes in blood flow while a person is performing a task (such as reading). |
| Functional Magnetic Resonance Spectroscopy (fMRS) | A variation of MRI that measures chemical activity and metabolic changes in the brain while a person is engaged in a task. |
| Positron-Emission Tomography (PET) | A brain imaging scan in which a small amount of radioactive substance is injected into the body. The scan detects this substance to show which parts of the brain are most active during specific tasks. |
| Event-Related Potentials (ERPs) | Measurements of the brain’s electrical responses to specific sensory, cognitive, or perceptual events. They show how the brain reacts to particular stimuli. |
| Electroencephalograph (EEG) | A device that records the brain’s electrical activity through sensors placed on the scalp. ERPs are measured using EEG technology. |
| Left Temporal Lobe | A region on the left side of the brain involved in language processing, reading, memory, and understanding speech. Differences in this area are often associated with dyslexia and other reading disabilities. |
| Familiality Studies | Research studies that examine whether a condition (such as a learning disability) tends to occur more often within the same family, suggesting it may “run in families.” |
| Heritability Studies | Research studies that estimate how much of a trait or condition (like a learning disability) is due to genetic factors. These often compare identical (monozygotic) twins to fraternal (dizygotic) twins to determine genetic influence. |
| Toxins | Harmful substances that can damage the body or brain and may lead to problems such as memory issues, learning difficulties, or intellectual disabilities. |
| Pragmatics | The social use of language—how people use language in conversations, including taking turns, staying on topic, responding appropriately, and adjusting speech based on the situation or listener. |
| Dyscalculia | A specific learning disability in mathematics characterized by difficulty with number sense, math facts, computation, and problem-solving. |
| Attention Deficit Hyperactivity Disorder (ADHD) | A neurodevelopmental disorder marked by ongoing patterns of inattention, hyperactivity, and impulsivity that are more severe and frequent than typically observed in individuals at a comparable developmental level. |
| Working Memory (WM) | The ability to hold and use information in your mind for a short period of time in order to complete a task (for example, remembering numbers while solving a math problem). |
| Retrieval of Information from Long-Term Memory (RLTM) | The ability to access and recall information that has been stored in long-term memory, such as math facts, vocabulary words, or previously learned concepts. |
| Executive Functioning (EF) | A group of cognitive processes that help a person control and regulate behavior. This includes skills like planning, organizing, self-monitoring, managing time, and controlling impulses (self-regulation). |
| Metacognition | The ability to think about and monitor your own thinking. It includes recognizing whether you understand something, choosing strategies to learn, and adjusting your approach if you are struggling. |
Created by:
jkgrabans