title: [The importance of biological and social factors in school success].
abstract: Three groups of children with learning difficulties (a total of 62 children) are dealt with in this study according to their cognitive and psychological special features. In the first group the difficulties are a symptom of the FMR1-gene dysfunction. In the second group the poor school performance is associated with social interaction problems and high intelligence level. In the third group of gifted children with low verbal intelligence parameters the poor school performance occurred because of unevenly developed verbal and non-verbal abili-ties. We demonstrate the importance of complex neurophysiological, neuropsychological and clinical psychological investigation for establishing the reasons for school difficulties.
authors.forename: N L
authors.initials: NL
authors.lastname: Gorbachevskaia
authors.forename: E Iu
authors.initials: EIu
authors.lastname: Davydova
authors.forename: S O
authors.initials: SO
authors.lastname: Petrova
authors.forename: S A
authors.initials: SA
authors.lastname: Tiushkevich
authors.forename: O I
authors.initials: OI
authors.lastname: Pashkevich
mesh_terms: D000293:Adolescent; D002648:Child; D002675:Child, Preschool; D005260:Female; D051860:Fragile X Messenger Ribonucleoprotein 1; D005600:Fragile X Syndrome / Q000235:genetics / Q000503:physiopathology* / Q000523:psychology*; D006801:Humans; D007360:Intelligence / Q000235:genetics; D007858:Learning; D007859:Learning Disabilities / Q000235:genetics / Q000503:physiopathology* / Q000523:psychology*; D008297:Male; D012917:Social Adjustment
chemical_list: D051860:Fragile X Messenger Ribonucleoprotein 1; C497683:FMR1 protein, human