Fischer B, Hartnegg K
Brain Research Unit, University of Freiburg, Germany.
Perception. 2000;29(5):531-42. doi: 10.1068/p2666c.
This study reports the effects of daily practice of three visual tasks on the saccadic performance of 85 dyslexic children in the age range of 8 to 15 years. The children were selected from among other dyslexics because they showed deficits in their eye-movement control, especially in fixation stability and/or voluntary saccade control. Their eye movements were measured in an overlap prosaccade and a gap antisaccade task before and after the training. The three tasks used for the training included a fixation, a saccade, and a distractor condition. In any of these tasks, the subject had to detect the last orientation of a small pattern which rapidly changed its orientation between up, down, right, and left, before it disappeared after some time. The task was to press one of four keys corresponding to the last orientation. The visual pattern was presented on an LCD display of a small hand-held instrument given to the children for daily use at home. The results indicate that daily practice improved not only the perceptual capacity, but also the voluntary saccade control, within 3 to 8 weeks. After the training, the group of dyslexics was no longer statistically different from the control group.
本研究报告了85名8至15岁诵读困难儿童每日进行三项视觉任务练习对其扫视性能的影响。这些儿童是从其他诵读困难儿童中挑选出来的，因为他们在眼球运动控制方面存在缺陷，尤其是在注视稳定性和/或自主扫视控制方面。在训练前后，通过重叠前扫视任务和间隔反向扫视任务对他们的眼球运动进行测量。用于训练的三项任务包括注视、扫视和干扰条件。在任何一项任务中，受试者必须在一个小图案快速改变其方向（在上、下、右、左之间变化）并在一段时间后消失之前，检测其最后的方向。任务是按下与最后方向对应的四个按键之一。视觉图案显示在一个小型手持仪器的液晶显示屏上，该仪器供儿童在家中日常使用。结果表明，在3至8周内，每日练习不仅提高了感知能力，还改善了自主扫视控制。训练后，诵读困难儿童组与对照组在统计学上不再有差异。
