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The importance of biological and social factors for academic performance

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Abstract

Three groups of children with LDs (LDs; a total of 62 children) are considered in this study with respect to their specific cognitive and psychological features. In the first group of children, these difficulties are symptoms of the FMR1 gene dysfunction. The poor academic performance of children from the second group is associated with social interaction problems at a high intelligence level. The low academic performance of children from the third group results from unevenly developed verbal and nonverbal abilities. The importance of integrated neurophysiologic, neuropsychological, and clinical psychological examination for identifying the causes of difficulties at school has been demonstrated.

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Authors and Affiliations

  1. Moscow City University of Psychology and Education, Moscow, 127051, Russia

    N. L. Gorbachevskaya, E. Yu. Davydova, S. O. Petrova & S. A. Tushkevich

  2. Mental Health Research Center, Russian Academy of Medical Sciences, Moscow, 115522, Russia

    N. L. Gorbachevskaya

  3. Psychological Institute, Russian Academy of Education, 125009, Moscow, Russia

    N. L. Gorbachevskaya

  4. Moscow State University, Moscow, 119992, Russia

    O. I. Pashkevich

Authors
  1. N. L. Gorbachevskaya
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  2. E. Yu. Davydova
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  3. S. O. Petrova
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  4. S. A. Tushkevich
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  5. O. I. Pashkevich
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Original Russian Text © N.L. Gorbachevskaya, E.Yu. Davydova, S.O. Petrova, S.A. Tushkevich, O.I. Pashkevich, 2010, published in Fiziologiya Cheloveka, 2010, Vol. 36, No. 3, pp. 66–73.

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Gorbachevskaya, N.L., Davydova, E.Y., Petrova, S.O. et al. The importance of biological and social factors for academic performance. Hum Physiol 36, 305–311 (2010). https://doi.org/10.1134/S0362119710030084

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  • DOI: https://doi.org/10.1134/S0362119710030084

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