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Language Development, Aphasia, and Dyslexia

  • William H. Gaddes

Abstract

Probably the most compelling argument in favor of professional educators including neuropsychological knowledge in the understanding and treatment of children with learning problems is the close relationship between brain structure and function and the development of language. As Lenneberg (1967) has shown, the rules of language are biologically determined, because “all behavior, in general, is an integral part of an animal’s constitution.” It is related to structure and function, one being the expression of the other. Psychologists for many years have been interested in this dynamic interaction. “If a behavior sequence matures through regular stages irrespective of intervening practice, the behavior is said to develop through maturation and not through learning” (Hilgard, 1948). Put more simply, some forms of behavior result simply because the animal grows older. Maturation must always precede learning, for all learning, and particularly for this discussion, verbal learning, is biologically dependent.

Keywords

Language Development Brain Damage Developmental Dyslexia Angular Gyrus Arcuate Fasciculus 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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Copyright information

© Springer Science+Business Media New York 1985

Authors and Affiliations

  • William H. Gaddes
    • 1
  1. 1.Department of PsychologyUniversity of VictoriaVictoriaCanada

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