Abstract
This paper provides an insight into learning disabilities, neurological disorders that affect people's ability to either interpret what they see and hear or to link information from different parts of the brain. It looks at how these limitations show up in many ways in individuals who are generally of average or above-average intelligence and how specific difficulties with oral and written language, coordination, self-control, or attention can extend to schoolwork and can impede learning to read, write, or do math. It also examines how learning disabilities may also cause major difficulties with organizational skills, social perception, and social interaction.

Outline
Introduction
Types of Learning Disabilities
Causes of Learning Disorders
Dealing with Learning Disabilities in the Classroom
Learning Disabilities in Adulthood
Recent Medical Research

From the Paper
"Difficulty manipulating small objects, poor balance, awkwardness with walking, running or climbing and a poor sense of surroundings can indicate a disorder involving motor skills and can affect the ability to learn, but do not meet the criteria for a specific learning disability, such as developmental speech and language, or academic skills disorder.
Problems regarding an individual's social skills may indicate a learning disorder. Disinterest with, or difficulty in interaction with one's peers, overly aggressive or withdrawn attitudes, sudden and extreme mood swings and/or frequent crying or tantrums are some signs of learning disabilities."

Tags:dyslexia, speech, language, articulation, disorder, dysgraphia, barin

Abstract
This paper examines the fierce debate between the rationalist and the empiricist theorists on the issue of language acquisition which has captured the imagination of the linguistic world for decades. It looks at how although the rationalists' concept of specific language mechanisms in the brain has prevailed for many years, new research by connectionist theorists has tilted the balance towards the empiricists' approach. It provides a detailed comparative analysis of these two competing approaches and explores their application in children's discourse to assess their validity. It also discusses the work by the connectionist theorists and the implications on the future of linguistic research in the area of first language acquisition.

From the Paper
"In Chomsky's (1972) original conception, the mind of children is analogized to a black box called the "Language Acquisition Device" (LAD). This box contains all linguistic principles that do not derive from the interaction with the environment. In Chomsky's (1981) "Principles-and-Parameters Theory" and his subsequent work, his version of how children utilize their linguistic knowledge to acquire language in their specific environments is presented. Before their interaction with the environment, children possess an "universal grammar." With exposure to specific linguistic environments, all children need to do is to set the switches on certain parameters that correspond to their language (in Hirsh-Pasek & Golinkoff, 1996, pp. 31-2)."

Tags:empiricist, rationalist, linguistics, barin, children