ANXIETY AND ITS RELATIONSHIP WITH LEARNING DISORDERS IN CHILDHOOD: A SYSTEMATIC REVIEW
Bibliographic record
Abstract
Introduction: Reading and writing/learning disorders have a general impact on children, mainly in terms of mental health; in speech therapy clinical routine, the best known impact is revealed in the form of symptoms that can be associated with anxiety – on the part of clinical subjects; however, there are no evaluations that support the association. Objective: To verify in the national (Brazilian) and international scientific production if there is evidence that indicates the relationship between anxiety and reading and writing and/or learning disorders in children. Methods: a virtual search was carried out in the Virtual Health Library (VHL) database, in national and international databases, SCIELO, LILACS and MEDLINE using the following descriptors and their combinations: learning, anxiety, childhood. Results: 325 articles were found, after applying the inclusion and exclusion criteria, 8 articles were selected. Conclusions: It was found that the evidence found indicates/proves the relationship between anxiety and learning disorders in children as secondary to another health condition. Even so, studies have shown a high level of anxiety in children with reading and writing and/or learning disorders, even when this was mentioned only as one of the symptoms.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.003 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".