Goswami Usha
Faculty of Education, University of Cambridge, Shaftesbury Road, Cambridge, CB2 2BX, UK.
Trends Cogn Sci. 2003 Dec;7(12):534-40. doi: 10.1016/j.tics.2003.10.003.
This article examines the importance of developmental designs in dyslexia research using a neuroconstructivist framework. According to neuroconstructivism, the lowest level of impairment should be identified as early as possible, and developmental effects on higher-level cognition examined longitudinally. A number of recent studies proposing candidate low-level impairments have not used such developmental designs. The role of normal variation in postulated causal factors on development is ignored, inadequate control groups are used, and the nature and timing of environmental inputs are not measured, even though reading is taught systematically and both reading acquisition and dyslexia vary with orthography. It is suggested here that only a phonological deficit arising from low-level auditory processing problems meets the criteria for a neuroconstructivist approach.
本文运用神经建构主义框架，探讨发展性设计在诵读困难研究中的重要性。根据神经建构主义，应尽早确定最低水平的损伤，并纵向考察其对高级认知的发展影响。最近一些提出潜在低水平损伤的研究并未采用这种发展性设计。假定因果因素中的正常变异对发展的作用被忽视，使用的对照组不充分，且未测量环境输入的性质和时间，尽管阅读是系统教授的，且阅读习得和诵读困难都因正字法而异。本文认为，只有由低水平听觉处理问题引起的语音缺陷符合神经建构主义方法的标准。
