Aston University, Birmingham, UK.
Cogn Neuropsychol. 2006 May 1;23(3):376-400. doi: 10.1080/02643290442000545.
We investigated the ability to learn new words in a group of 22 adults with developmental dyslexia/dysgraphia and the relationship between their learning and spelling problems. We identified a deficit that affected the ability to learn both spoken and written new words (lexical learning deficit). There were no comparable problems in learning other kinds of representations (lexical/semantic and visual) and the deficit could not be explained in terms of more traditional phonological deficits associated with dyslexia (phonological awareness, phonological STM). Written new word learning accounted for further variance in the severity of the dysgraphia after phonological abilities had been partialled out. We suggest that lexical learning may be an independent ability needed to create lexical/formal representations from a series of independent units. Theoretical and clinical implications are discussed.
我们研究了一组 22 名患有发育性阅读障碍/书写障碍的成年人学习新单词的能力，以及他们的学习和拼写问题之间的关系。我们发现了一种缺陷，它影响了学习口语和书面新单词的能力（词汇学习缺陷）。在学习其他类型的表示形式（词汇/语义和视觉）方面没有类似的问题，而且这个缺陷不能用与阅读障碍相关的更传统的语音缺陷（语音意识、语音 STM）来解释。在排除语音能力后，书面新单词学习可以解释书写障碍严重程度的进一步差异。我们认为，词汇学习可能是一种独立的能力，需要从一系列独立的单元中创建词汇/形式表示。讨论了理论和临床意义。
