In recent years, learning difficulties have been at the center of numerous research studies and publications.

This phenomenon is not only explained by the advances made in the fields of education, psychology, and neuroscience, but is also situated within a broader social context.

In an era characterized by the tremendous increase in the volume of information, the rapid flow and circulation of information, professional overspecialization, and more, it is to be expected that interest in the phenomenon of learning, fundamental cognitive processes, their biological background, and the various cognitive and learning difficulties, dysfunctions, and disorders will rise.