A neurologist presents the argument that we have passed the stage of assigning the adjectives “organic” or “neurophysiological” to a child's learning disabilities syndrome. The variety of separate syndromes which in fact present themselves to the clinician belies any unitary statement about the child with minimal brain dysfunction. Three of these syndromes are described. Greater precision in syndrome-description, utilizing the combined strengths of neurology and psychology, is seen as a prerequisite for discovering causes, prognosis, and treatment of learning disabilities.