Boden C, Brodeur D A
University of British Columbia.
J Learn Disabil. 1999 Jan-Feb;32(1):58-71. doi: 10.1177/002221949903200106.
This study investigated whether a group of children with reading disabilities (RD) were slower at processing visual information in general (compared to a group of children of comparable age and a group of children of comparable reading level), or whether their deficit was specific to the written word. Computerized backward masking and temporal integration tasks were used to assess the speed of visual information processing. Stimulus complexity (simple, complex) and type (verbal, nonverbal) were varied, creating a 2 x 2 matrix of stimulus conditions: simple nonverbal, complex nonverbal, simple verbal, and complex verbal. Adolescents with RD demonstrated difficulties in processing rapidly presented verbal and nonverbal visual stimuli, although the effect was magnified when they were processing verbal stimuli. Thus, the results of this study suggest that some youth with reading disabilities have visual temporal processing deficits that compound difficulties in processing verbal information during reading.
本研究调查了一组阅读障碍（RD）儿童在处理视觉信息方面总体上是否比一组年龄相仿的儿童以及一组阅读水平相当的儿童更慢，或者他们的缺陷是否特定于书面文字。使用计算机化的反向掩蔽和时间整合任务来评估视觉信息处理的速度。刺激的复杂性（简单、复杂）和类型（言语、非言语）有所变化，形成了一个2×2的刺激条件矩阵：简单非言语、复杂非言语、简单言语和复杂言语。患有阅读障碍的青少年在处理快速呈现的言语和非言语视觉刺激时表现出困难，尽管在处理言语刺激时这种影响会放大。因此，本研究结果表明，一些患有阅读障碍的青少年存在视觉时间处理缺陷，这在阅读过程中会加剧处理言语信息的困难。
