Characteristics of Cognitive in Children with Learning Difficulties

Abstract In order to explore the relationship between cognitive function in children with learning difficulties and social environment, this study uses the Wechsler Intelligence Scale and the self-made general environment questionnaire to investigate 185 children with learning difficulties and compares them with 185 normal children, and gives attention test to 50 children with learning difficulties. The results show that family environment has a certain influence on the children with learning difficulties, they have a significantly lower verbal intelligence quotient (VIQ), performance intelligence quotient (PIQ) and full scale intelligence quotient (FIQ), and the separation of VIQ and P IQ is common among them. As the children with learning difficulties grow older, their ability for abstract generalization tends to decline, which may be a characteristic of their intelligence development. This study aims to compare the functional differences in cortical regions between children with learning difficulties and children without from the perspective of cognitive neuropsychology, so as to provide effective assistance for children with learning difficulties.


Introduction
Due to the development of society and the improvement of system, the problem of children with learning difficulties has become the concern to society, teachers and parents [1][2][3]. The research fields of many subjects deal with the problem of learning difficulty.
Domestic researches mainly focus on the cognitive development, social adaptation and neurophysiology of children with learning difficulties, use some questionnaires and scales to evaluate the problems of children with learning difficulties in the above aspects, and finally put forward some strategies to solve these problems. These researches cover the definition and criteria of learning difficulty, its causes and the corresponding intervention strategies [4][5][6]. The high heterogeneity among children with learning difficulties has made the study of children with learning difficulties a long-term and arduous task. This study tests children with learning difficulties in a primary school in Shanghai by using a cognitive   Abstract In order to explore the relationship between cognitive function in children with learning difficulties and social environment, this study uses the Wechsler Intelligence Scale and the self-made general environment questionnaire to investigate 185 children with learning difficulties and compares them with 185 normal children, and gives attention test to 50 children with learning difficulties. The results show that family environment has a certain influence on the children with learning difficulties, they have a significantly lower verbal intelligence quotient (VIQ), performance intelligence quotient (PIQ) and full scale intelligence quotient (FIQ), and the separation of VIQ and P IQ is common among them. As the children with learning difficulties grow older, their ability for abstract generalization tends to decline, which may be a characteristic of their intelligence development. This study aims to compare the functional differences in cortical regions between children with learning difficulties and children without from the perspective of cognitive neuropsychology, so as to provide effective assistance for children with learning difficulties.  The reason for children's poor academic performance is that they have significant difficulties in listening, speaking, reading, writing, calculating, thinking and other aspects of learning ability, social interaction, and behavioral adjustment [9]. But these children have a normal intelligence. This study uses a cognitive function assessment system to test children with learning difficulties, and adopts the screening scale for children with learning difficulties. For example, the electroencephalogram information of children is observed as shown in Table 1. suggested that it was more related to negative symptoms, while others believed that it was related to positive symptoms. In this study, the EEG total score of the first episode was correlated with the negative symptom factor score, indicating that the cognitive impairment of the first episode of children and adolescents with schizophrenia was correlated with negative symptoms. This study also shows that some dimensions of cognitive function may be associated with negative or positive symptoms, but the degree of correlation is not strong, which needs to be further verified in future studies. In addition, studies have shown that the cognitive impairment of children and adolescents with schizophrenia is significantly related to gender, age and education level.

Behind academic achievement
Children with learning difficulties can't remember the spelling of Chinese characters and English words, mistaken similar-looking words, jump lines or words when reading articles, and spend more time in finishing tasks such as exam [10]. Formula (1) is used to calculate the emotional value of the child w.
If one or two adverbs appear in front of the emotional value of the child w, then the tendency and intensity expressed by the emotional word is calculated through Formula In comparison with normal children, Due to the differences between children's emotions, it is generally necessary to normalize the tf-idf value to obtain the weight wkj of the feature tk in each child dj, and the calculation formula is as follows.

Experimental objects and methods
(1) Subjects   with obstetric complications (such as aspiration, asphyxia, etc.). The natural delivery group score significantly higher in math, building blocks and similarities than the caesarean section group, and also score higher in similarities than the obstetric complication group. The details are shown in Table 5.

Conclusions
Children's learning difficulties are a matter of great concern to their family and society.
Generally, it is generally believed that there are more than one single factors influencing children's academic achievement, in which  have an unbalanced development of speech ability and performance ability, which is shown in that their speech information processing ability obviously lags behind their non-speech processing ability.