Book contents
- The Cambridge Handbook of Cultural-Historical Psychology
- The Cambridge Handbook of Cultural-Historical Psychology
- Copyright page
- Contents
- Figures
- Tables
- Contributors
- Introduction
- Part I Theory
- Part II Method
- Part III Child
- Part IV Language and culture
- Part V Brain
- 13 There can be no culturalhistorical psychology without neuropsychology. And vice versa
- 14 Cultural-historical neuropsychological perspective on learning disability
- 15 Cultural-historical theory and cultural neuropsychology today
- Part VI Beyond psychology
- Index
- References
14 - Cultural-historical neuropsychological perspective on learning disability
from Part V - Brain
Published online by Cambridge University Press: 05 October 2014
Book contents
- The Cambridge Handbook of Cultural-Historical Psychology
- The Cambridge Handbook of Cultural-Historical Psychology
- Copyright page
- Contents
- Figures
- Tables
- Contributors
- Introduction
- Part I Theory
- Part II Method
- Part III Child
- Part IV Language and culture
- Part V Brain
- 13 There can be no culturalhistorical psychology without neuropsychology. And vice versa
- 14 Cultural-historical neuropsychological perspective on learning disability
- 15 Cultural-historical theory and cultural neuropsychology today
- Part VI Beyond psychology
- Index
- References
Summary
This chapter begins by providing a theoretical foundation for conceptualizing learning disabilities and the methodology of remediation, based on the Vygotsky-Luria cultural-historical theory of development of the higher mental functions and its applications. It then reviews certain important aspects of the Vygotsky-Luria neuropsychological approach and its applications in the diagnosis and remediation of learning disabilities. The chapter stresses the usefulness of Vygotsky's theory of dynamic and systemic localization of higher psychological functions to the science-based advancement of the practice of developmental clinical neuropsychology and school neuropsychology. The chapter describes three important types of learning disabilities and discusses the conditions for optimal strategy of remediation, and the use of numerical sequences in the remediation of executive functions. The uneven development of higher mental functions can be seen in the widely used assessment of mental functioning by psychologists all over the world namely, Wechsler intelligence tests.
- Type
- Chapter
- Information
- The Cambridge Handbook of Cultural-Historical Psychology , pp. 350 - 377Publisher: Cambridge University PressPrint publication year: 2014
References
The authors would like to thank Ekaterina Matveyeva for assistance in preparation of this chapter for publication.
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