Study of Learning Problems in Adolescents from the Historical-cultural Perspective in Neuropsychology

The background of the article is historical and cultural neuropsychology, which proposes analysis of
learning activity from the level of its functional brain organization. Qualitative assessment of difficulties
and functional analysis of syndromes permits to determine brain cortical and subcortical factors or
mechanisms, which participate in fulfillment of different actions and operations of learning activity at
school age. The objective of the present article is to contribute to consideration of ways and methods
of neuropsychological assessment in cases of adolescents with learning disabilities and to share the
opinion about the advantages of neuropsychological approach for the understanding of
neuropsychological nature of learning disabilities in adolescents. Two cases of female adolescents
with learning disability were included in the study. The scheme for neuropsychological assessment
created for Spanish speaking patients was applied. Such kind of assessment permits to detect unique
brain mechanism or factor responsible for pupil’s difficulties. The results have pointed out systemic
difficulties in factors of motor sequential organization and regulation and control. Identification of
concrete functional mechanism responsible for difficulties helps to obtain precise neuropsychological
diagnostic of learning disabilities. The functional deficit of motor sequential organization and
regulation and control and voluntary activity might be identified as possible reasons of learning
disabilities and problems for realization of intellectual actions in secondary school. We conclude that
the methodology of qualitative analysis of neuropsychological syndrome proposed by Luria might
serve as an example of usage of systemic approach for cases of learning disabilities in children and
adolescents.