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Center for the Study of Learning (CSL) Mission Statement

A significant percentage of individuals are diagnosed with neuro-cognitive disorders such as dyslexia, attention deficit disorder, and autism. These conditions can severely impede the acquisition of written and spoken language as well as other aspects of communication. Developmental disorders often have negative consequences for academic and personal achievement and cause untold distress to the individual and their families. They also place a considerable financial and educational burden upon all involved.

Cognitive neuroscience is a fast moving area of research and the outcomes of these studies are shedding light on the neural basis of typical and atypical development. Educational neuroscience is an emerging field that combines brain based research with educational practices of learning. Established in 2000, Georgetown University's Center for the Study of Learning (CSL) is one of the leading research centers in the country investigating the neural basis of learning and its disorders. Its researchers combine neuroscience and clinical practice using an array of different methods to study a range of developmental disorders, including developmental dyslexia, autism, and attention deficit disorder. Understanding more about how typical learning occurs is essential to understanding the problems encountered by individuals who have learning difficulties.

The center's goal is to conduct research that will shed light on the causes and effects of learning disorders, so that better programs for diagnosis and treatment can be developed. CSL's researchers have identified some of the important neurophysiological mechanisms of reading acquisition, disorders of reading and its remediation. Our mission is to use neuroscience research to help identify avenues for effective education and remediation for a variety of cognitive skills. Through this work we hope to enhance the academic and social quality of life of children and adults affected by learning challenges.

The Center for the Study of Learning is supported by the National Institute for Child Health and Human Development, NIH

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