Citation

Lord-Maes J, Obrzut JE. J. Learn. Disabil. (Thousand Oaks) 1996; 29(6): 609-617.

Affiliation

School psychology doctoral program, University of Arizona, Tucson 85721, USA.

Copyright

(Copyright © 1996, SAGE Publishing)

DOI

unavailable

PMID

8942305

Abstract

The study of the relationship between neuroscientific information and cognitive function and dysfunction is clearly a widely expanding field. In particular, there has been a growing body of research on traumatic brain injury (TBI) in children and adolescents. This article conveys recent findings concerning cognitive outcomes, with a particular focus on age differences with TBI, suggests a relationship between specific learning disorders and brain dysfunction, addresses differential hemisphere functioning with TBI, and alludes to recent developments in assessment of TBI.

Language: en