El cerebelo: su implicación en la dislexia

• Autores: Angela Fawcett
• Localización: Electronic journal of research in educational psychology, ISSN-e 1696-2095, Vol. 2, Nº. 4, 2004, págs. 35-58
• Idioma: español
• Títulos paralelos:
  • Dyslexia: the role of the cerebellum
• Enlaces
  • Texto completo
• Dialnet Métricas: 3 Citas
• Resumen
  • español

    Introducción: En esta revisión exponemos, en líneas generales, el razonamiento y la evidencia que respalda nuestra hipótesis que los problemas sufridos por los disléxicos pueden atribuirse a un deficit cerebelar.

    Método: Primero, ofrecemos una perspectiva general de la evidencia reciente que propone un papel importante del cerebelo en las habilidades cognitivas, particularmente las que apoyan el lenguaje hablado, además de su papel ya reconocido en las habilidades motrices. Segundo, resumimos la evidencia de nuestro laboratorio a favor de que la función cerebelar sea anormal en la dislexia.

    Resultados: Consideramos dos líneas concretas de evidencia: la conductual, y la evidencia convergent de la neuroimagen, la cual demuestra diferencias significativas entre los grupos disléxicos y de control. También administramos la misma batería de pruebas conductuales a un grupo de niños que son malos lectores no discrepantes.

    Discusión: Finalmente, proponemos una cadena causal ontogenético para el desarrollo de la dislexia como déficit cerebelar desde el nacimiento, considerando las implicaciones de este marco para las cuestiones clave en la investigación sobre la dislexia.

  • English

    Introduction: In this review article we outline the thinking and evidence behind our hypothesis that the problems suffered by dyslexic people may be attributable to cerebellar deficit.

    Method: Firstly, we provide an overview of recent evidence that proposes a central role for the cerebellum in cognitive skills, in particular those scaffolded by spoken language, in addition to its well-recognised role in motor skills. Secondly, we outline evidence from our laboratory that cerebellar function is abnormal in dyslexia.

    Results: We consider two specific lines of evidence: behavioral, and converging evidence from neuroimaging, which demonstrate significant differences between the dyslexic and control groups. We also apply the same battery of behavioural tests to a group of children who are non-discrepant poor readers.

    Discussion: Finally, we provide an ontogenetic causal chain for the development of dyslexia in terms of cerebellar deficit from birth, considering the implications of this framework for the key questions in dyslexia research.

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