Developmental Dyslexia: Disorder or Specialization in Exploration?

Abstract

We raise the new possibility that people diagnosed with developmental dyslexia (DD) are specialized in explorative cognitive search, and rather than having a neurocognitive disorder, play an essential role in human adaptation. Most DD research has studied educational difficulties, with theories framing differences in neurocognitive processes as deficits. However, people with DD are also often proposed to have certain strengths – particularly in realms like discovery, invention, and creativity – that deficit-centered theories cannot explain. We investigate whether these strengths reflect an underlying explorative specialization. We re-examine experimental studies in psychology and neuroscience using the framework of cognitive search, whereby many psychological processes involve a trade-off between exploration and exploitation. We report evidence of an explorative bias in DD-associated cognitive strategies. High DD prevalence and an attendant explorative bias across multiple areas of cognition suggest the existence of explorative specialization. An evolutionary perspective explains the combination of findings and challenges the view that individuals with DD have a disorder. In cooperating groups, individual specialization is favored when features that confer fitness benefits are functionally incompatible. Evidence for search specialization suggests that, as with some other social organisms, humans mediate the exploration–exploitation trade-off by specializing in complementary strategies. The existence of a system of collective cognitive search that emerges through collaboration would help to explain our species’ exceptional adaptiveness. It also aligns with evidence for substantial variability during our evolutionary history and the notion that humans are adapted not to a particular habitat but to variability itself. Specialization creates interdependence and necessitates balancing complementary strategies. Reframing DD therefore underscores the urgency of changing certain cultural practices to ensure we do not inhibit adaptation. Key improvements would remove cultural barriers to exploration and nurture explorative learning in education, academia, and the workplace, as well as emphasize collaboration over competition. Specialization in complementary search abilities represents a meta-adaptation; through collaboration, this likely enables human groups (as a species and as cultural systems) to successfully adapt. Cultural change to support this system of collaborative search may therefore be essential in confronting the challenges humanity now faces.

Distinct reinforcement learning profiles distinguish between language and attentional neurodevelopmental disorders

“…There are several possibilities for explaining the reduced previous-outcome main effect we observed in the two groups. First, such an effect could be explained by noise or an increased tendency to explore the environment [ 92 ], which could reasonably be associated with decreased use of MF strategies [ 28 ]. This possibility is consistent with recent findings showing that ADHD symptoms are negatively correlated with win-stay scores [ 74 ].…”

The effect of specific learning difficulties on general practice written and clinical assessments

“…Within the social model of disability framework, training courses and assessments need to be adjusted to accommodate the needs of SpLD candidates and to help them overcome the social barriers that they may face. Evidence coming from neuropsychological studies show that people with SpLDs favour cognitive exploration as such they rely more on divergent thinking, tend to look at the bigger picture and exhibit greater non‐verbal creativity 28 . The main disadvantage for them in education and academia may be the reliance on reading and writing for learning and the emphasis on details.…”

“…Evidence coming from neuropsychological studies show that people with SpLDs favour cognitive exploration as such they rely more on divergent thinking, tend to look at the bigger picture and exhibit greater non-verbal creativity. 28 The main disadvantage for them in education and academia may be the reliance on reading and writing for learning and the emphasis on details. More practical and explorative ways of learning should be better suited and help them perform better on various assessments, but further research is needed to understand which are the best academic adjustments that can be put in place for them.…”

Designing a Mobile Application for Children with Dyslexia in Primary Education Using Augmented Reality

“…Dyslexia or other disabilities affect their development as they become insecure when answering any question proposed by the teacher and so in some cases they isolate themselves from their environment [11] [12] [13]. Dyslexia should be treated by specialists, but in some rural areas of Peru there are no such experts to help with these disorders, so the teacher must find a way to treat the child with dyslexia [14].…”