Louise Baker and the Leonardo Syndrome.
This article focuses on dyslexia. In trying to understand human nature, one learns much about its common forms by studying extremes. Special circumstances of constitution, environment, and history can make a characteristic appearing in an individual so extreme as to stand out in bold relief against...
| Publicado en: | Annals of Dyslexia Vol. 32; pp. 289 - 305 |
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| Formato: | Artículo |
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Springer Nature
1982
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=19600297&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 19600297 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 07369387 BM5 jtl: Annals of Dyslexia issn: 07369387 maglogo: N pubinfo: dt: 1982 vid: 32 pid: 237 pub: Springer Nature artinfo: ui: 19600297 10.1007/BF02647966 ppf: 289 ppct: 16 formats: tig: atl: Louise Baker and the Leonardo Syndrome. aug: au: Rawson, Margaret B. su: Dyslexia People with dyslexia Cerebral dominance Lateral dominance Orton, Samuel Language disorders Personality Individuality Hypothesis sug: subj: Dyslexia People with dyslexia Cerebral dominance Lateral dominance Orton, Samuel Language disorders Personality Individuality Hypothesis ab: This article focuses on dyslexia. In trying to understand human nature, one learns much about its common forms by studying extremes. Special circumstances of constitution, environment, and history can make a characteristic appearing in an individual so extreme as to stand out in bold relief against his personality. The whole question of dyslexia provides a case in point. One of the group of signs that one encounters is related to the directionality in dealing with space, time, and motion in the outside world and with laterality and lateralization in the personality of individuals. It seems that in the scrutiny of the materials and hypotheses of science, advance in knowledge favors the mind open to acceptance of observed phenomena and their rational treatment, even when they seem very unusual. In 1925, after many years of study, neuroscientist Samuel Orton developed several hypotheses that he thought might help in explaining certain language-learning problems about which little was then known. He and his like-minded colleagues were also pursuing basic understanding of causes and relationships that could throw light on the problem as a whole. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y dt: @attributes: year: 1982 holdings: @attributes: islocal: N |
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