Jesús Modesto Suárez Rodríguez

Cerebellum atrophy and development of a peripheral dysgraphia: a paediatric case.

Two types of dysgraphia may be distinguished: the core ones, which reflect damage to the linguistic orthographic routes, and the peripheral ones, produced by alterations in the selection or execution of graphic motor patterns. We report the case of an 8-year-old male child, who consulted specialists due to difficulties in writing, with a background of acute cerebellar swelling at the age of 4. The writing pattern he has developed shows characteristic errors of a peripheral dysgraphia. The magnetic resonance imaging taken during the neuropsychological evaluation shows a mild atrophy in the cerebellum cortex. Our case is similar to previous studies of adult patients and equally supports the fact that the functional network responsible for the peripheral control of writing abilities may include the cerebellum, which not only maintains previously learnt writing processes but is also involved in the evolutionary acquisition of this ability.Two types of dysgraphia may be distinguished: the core ones, which reflect damage to the linguistic orthographic routes, and the peripheral ones, produced by alterations in the selection or execution of graphic motor patterns. We report the case of an 8-year-old male child, who consulted specialists due to difficulties in writing, with a background of acute cerebellar swelling at the age of 4. The writing pattern he has developed shows characteristic errors of a peripheral dysgraphia. The magnetic resonance imaging taken during the neuropsychological evaluation shows a mild atrophy in the cerebellum cortex. Our case is similar to previous studies of adult patients and equally supports the fact that the functional network responsible for the peripheral control of writing abilities may include the cerebellum, which not only maintains previously learnt writing processes but is also involved in the evolutionary acquisition of this ability.

Learning styles and approaches to learning in excellent and average first-year university students

We assessed the learning approaches and learning styles of a sample of 148 excellent students selected from 11 degrees from nine centers of the Polytechnic University of Valencia (Spain), and we compared the results with those of a sample of 133 average students from the same centers. We found that excellent students took deeper approach than average students and that they preferred reflective and theoretical learning styles. Average students adopted a more surface approach, and they preferred active and pragmatic learning styles. Greater academic achievement was related to the deep approach and to the reflective and theoretical learning styles. Poorer academic achievement was related to the surface approach and an active style. University professors may reinforce the deep approach by placing high aims for students which go well beyond reproducing knowledge but use other complementary methods other than expository teaching: problem solving, case studies, designing projects, raising questions, discussion and negotiation in the classroom, etc. To accomplish this, teachers must encourage students to be committed, and these methods help do that. It also helps to introduce more demanding evaluation procedures which do not merely involve repeating what has been learnt, but include training guidance that offers students feedback.