Dellatolas Georges, Willadino Braga Lucia, Souza Ligia do Nascimento, Filho Gilberto Nunes, Queiroz Elizabeth, Deloche Gerard
INSERM, U.472, Epidemiology and Biostatistics, IFR 69, Villejuif, France.
J Int Neuropsychol Soc. 2003 Jul;9(5):771-82. doi: 10.1017/S1355617703950107.
The effect of the degree of illiteracy (complete or incomplete) on phonological skills, verbal and visual memory and visuospatial skills is examined in 97 normal Brazilian adults who considered themselves illiterate, and 41 Brazilian school children aged 7 to 8 years, either nonreaders or beginning readers. Similar literacy effects were observed in children and in adults. Tasks involving phonological awareness and visual recognition memory of nonsense figures distinguish the best nonreaders and beginning readers. Children performed better than adults at oral repetition of short items and figure recall, and adults better than children at semantic verbal fluency, digit span, and word list recall. A principal component analysis of the correlations between tasks showed that phonological awareness/reading, phonological memory/oral repetition, and semantic verbal memory/fluency tasks, generated different components. The respective role of culturally based preschool activities and literacy on the cognitive functions that are explored in this study is discussed.
在97名自认为是文盲的巴西正常成年人以及41名7至8岁的巴西学童（包括未识字者或刚开始识字者）中，研究了文盲程度（完全或不完全）对语音技能、言语和视觉记忆以及视觉空间技能的影响。在儿童和成年人中观察到了类似的识字影响。涉及语音意识和无意义图形视觉识别记忆的任务区分了最佳的未识字者和刚开始识字者。在短项目的口头重复和图形回忆方面，儿童表现优于成年人；在语义言语流畅性、数字广度和单词列表回忆方面，成年人表现优于儿童。对任务之间相关性的主成分分析表明，语音意识/阅读、语音记忆/口头重复以及语义言语记忆/流畅性任务产生了不同的成分。讨论了基于文化的学前活动和识字在本研究中所探索的认知功能方面各自的作用。
