Wednesday, March 6, 2013

Down Syndrome

Down syndrome Presentation Cognitive Development

Cognitive development in young children with DS is variable. Be pillowcase of this, its important to evaluate each child individually. The stereotypes these children have can be particularly mischievous to their cognitive development by assuming one is wish well the other.
There is a long-standing debate over whether development in children with DS can be better understood in terms of a slowed-down version of normal development or whether cognitive development differs in fundamental ways from a biological standpoint.
For instance, developmental psychologists believe the defining feature of DS is the effect it has on the ability to learn. Many children with DS do not progress beyond the intelligence of a 6-8 socio-economic class old, and a large amount isnt able to procure even that. Psychologists take into account the psychological effects a child with DS faces in learning. They believe their frequent vulnerability to failure in new learning contexts and the low expectations many of their teachers or parents have for them cant help at all.
Now on the other side of the debate, scientists are much interested in the genetic dis rewrite itself so a lot of their research doesnt involve direct operation with those who have DS.

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Their research in the neurosciences is producing a lot of schooling in the significant differences in the structure of the DS wag and in how it works. Although science is a long way from do direct links between particular(prenominal) brain pathology and specific behaviors, they believe the different characteristics of a brain with DS IS the cause of their learning disabilities. For instance, the cerebellum in the DS brain is smaller than an bonnie brain and so is likely to underlie the poor ponderosity tone and motor sequencing deficiencies. The immaturity found in frontage and temporal lobes has a significant impact on computer storage and impairs temporal sequencing skills.
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