美国代写essay:课外帮助

2017-05-22 00:33

一个成绩不好的孩子需要大量的课外帮助来跟踪作业和完成的工作，活动之间的过渡，回顾规则，并保持安全。虽然他们偶尔会出现能力，但他们无法在这些领域表现出一致的能力。这种大脑功能常常与行为障碍如ADHD儿童受损会导致危险的，鲁莽的，不合逻辑的行为（毛罗，ND）。多动症出现赤字在大量的实验和神经心理学的任务是解释为执行功能的困难儿童（Hinshaw et al.，2002；尼格et al.，2006；潘宁顿& Ozonoff，1996，引用Wicks Nelson和以色列，2009，p.236）”。许多学生ADD或ADHD损害工作记忆和处理速度慢，这是EF的重要元素，这些技能是写文章和做数学题的关键（Dendy，2004）。因此，论文写作的例子，往往是这些学生非常具有挑战性的；他们往往难以保持和组织的想法，迅速检索语法，拼写和标点符号的规则从长期记忆，按照逻辑顺序处理这些信息，然后回顾和修正错误（Dendy，2004）。这些孩子也有背诵乘法表或工作一个数学问题的困难；他们必须流畅地来回移动的分析能力和记忆的几个层次之间；用词的问题，他们必须把握好几个数字和疑问，他们决定如何工作的问题；其次要深入到长期记忆找到正确的数学规则来使用亲题；然后他们必须在头脑中占据重要的事实而他们适用的规则和转换信息来回工作和短期记忆工作的问题和确定的答案之间（Dendy，2004）。
美国代写essay:课外帮助
A child with poor EF will require lots of outside help in keeping track of homework assignments and completed work, transitioning between activities, recalling rules, and staying safe. Although they may occasionally appear capable, they will not be able to show consistent competence in those areas by themselves. This brain function is often impaired in children with behavioural disorders like ADHD and can lead to risky, ill-considered, and illogical actions (Mauro, n.d.).Children with ADHD exhibit deficits on numerous experimental and neuropsychological tasks that are interpreted as difficulties in executive functions (Hinshaw et al., 2002; Nigg et al., 2006; Pennington & Ozonoff, 1996, as cited in Wicks-Nelson and Israel, 2009, p.236)". Many students with ADD or ADHD have impaired working memory and slow processing speed, which are important elements of EF, these skills are critical for writing essays and working math problems (Dendy, 2004). Consequently, writing essays for example, is often very challenging for these students; they often have difficulty holding and organising ideas in mind, quickly retrieving grammar, spelling and punctuation rules from long-term memory, manipulating all these informations in a logical sequence, and then reviewing and correcting errors (Dendy, 2004).These children also have difficulties in memorising multiplication tables or working a math problem; they must fluidly move back and forth between analytical skills and several levels of memory; with word problems, they must hold several numbers and questions in mind while they decide how to work a problem; next they must delve into long-term memory to find the correct math rule to use for the problem; then they must hold important facts in mind while they apply the rules and shift information back and forth between working and short-term memory to work the problem and determine the answer (Dendy, 2004).