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Panminerva Medica 1999 March;41(1):54-8

Copyright © 2000 EDIZIONI MINERVA MEDICA

lingua: Inglese

Emotional and cognitive aspects in adolescence-onset school difficulties

Masi G., Brovedani P., Poli P.

From the Institute of Developmental Neurology Psychiatry and Educational Psychology University of Pisa, Italy Stella Maris Scientific Institute, Pisa, Italy


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Learning dis­or­ders in ado­les­cence can ­become a sig­nif­i­cant ­risk fac­tor for psy­cho­pa­thol­o­gy. The ­paper inves­ti­gates emo­tion­al and cog­ni­tive pat­terns in ado­les­cents ­with learn­ing dis­or­ders. The ­first ­part of the ­study ­describes the ­impact of ­child-­onset learn­ing dis­or­ders on ado­les­cence pas­sage. In the sec­ond ­part ­four clin­i­cal con­di­tions ­that can deter­mine ado­les­cence-­onset learn­ing dis­or­ders are out­lined. These are ado­les­cent tur­moil, intel­lec­tu­al inhi­bi­tion, ­delay in rea­son­ing devel­op­ment and met­a­cog­ni­tive dys­func­tion­ing. Cognitive, emo­tion­al and behav­ior­al fea­tures of ­these con­di­tions are dis­cussed, in ­terms of diag­nos­tic and ther­a­peu­tic impli­ca­tions.

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