Institute of Psychology, Rheinisch-Westfälische Technische Hochschule (RWTH Aachen University), Aachen, Germany.
Br J Psychol. 2012 Feb;103(1):117-28. doi: 10.1111/j.2044-8295.2011.02050.x. Epub 2011 Jun 3.
Based on the assumption that boys are more likely to tackle reading based on the visual modality, we assessed reading skills, visual short-term memory (VSTM), visual long-term memory for details (VLTM-D), and general non-verbal cognitive ability in primary school children. Reading was within the normal range in both accuracy and understanding. There was no reading performance gap in favour of girls, on the contrary, in this sample boys read better. An entire array of visual, non-verbal processes was associated directly or indirectly with reading in boys, whereas this pattern was not observed for the girls.
基于男孩更有可能通过视觉模式来解决阅读问题的假设，我们评估了小学生的阅读技能、视觉短期记忆 (VSTM)、视觉细节长期记忆 (VLTM-D) 和一般非语言认知能力。阅读在准确性和理解方面都在正常范围内。在这个样本中，男孩的阅读表现优于女孩，没有阅读表现偏向女孩的情况。在男孩中，一系列直接或间接与阅读相关的视觉、非语言过程与阅读相关，而在女孩中则没有观察到这种模式。
