Introduction The primary purpose of science is to study processes and objects for improving living conditions on earth. This work uses behavioral science, which applies to scientific principles for studying the behavior of organisms (Colman, 2015). However, since this part of science covers a wide range of issues, then psychology, precisely, such area as cognitive psychology, is applied for a detailed consideration of the case. Colman (2015) defines psychology as a “study of the nature, functions, and phenomena of behavior and mental experience” (617). Cognitive psychology research “all forms of cognition, including attention, perception, learning, memory, thinking, problem-solving, decision-making, and language” (Colman, 2015, 144). The goal of this area of psychology is to understand the processes of perception of information for the treatment of diseases and disorders associated with their impairment. Consequently, the principles of this branch of behavioral science are most appropriate for the analysis of dyslexia and dyscalculia and demonstrate that such a method of intervention as training can treat their symptoms. The Reasons and Causes of Dyslexia and Dyscalculia Dyslexia and dyscalculia are severe learning disorders that affect the lives of children and adults. Both diseases appear due to cognitive impairment in the processing of certain types of information; however, dyslexia is manifested in an isolated disorder of reading and spelling, and dyscalculia causes difficulties with arithmetic and calculations. These disabilities prevent people from performing routine activities available to others and also cause other psychological disorders, such as stress, depression, and low self-esteem, due to the inability to meet educational standards. However, although dyslexia and dyscalculia belong to the same category of deviations, their causes are different processes of brain activity. According to Landerl (2009), disorders have distinct cognitive profiles, since the phonological deficit causes dyslexia, and the source of dyscalculia is the deficient modulus of the number. For this reason, a person may experience either one of these disabilities or two at the same time, as in the case of eight-year-old Jimmy. Moreover, both deviations have their subspecies, since a child or an adult can have difficulties in different types of educational activities. For example, a person with dyslexia has problems with reading and spelling, which can be caused by the slow matching of letters and sounds, or their visual recognition. Dyscalculia can be caused by the inability to recognize or count the number of things, perform arithmetic operations, or operate symbols and signs (Kaufmann & Von Aster, 2012). These subspecies can be combined both in the manifestations of one disorder or several. Furthermore, although both disabilities are in the same category of cognitive impairment, they have different reasons for appearance. Kaufmann and Von Aster (2012) identify among the possible cause of dyscalculia neurological diseases, genetic syndromes, stress, and traumas. For example, if a child at an early age was exposed to events that aroused his or her aversion to c