Shapiro K L, Ogden N, Lind-Blad F
Department of Psychology, University of Calgary, Alberta, Canada.
J Learn Disabil. 1990 Feb;23(2):99-107. doi: 10.1177/002221949002300205.
The temporal processing capabilities of 15 children with dyslexia versus 15 age-matched and 15 reading-matched controls in a word identification task were examined. The hypothesis underlying the present experiment was that word recognition would be inferior in children with dyslexia, relative to controls, when the task demanded the temporal integration (sequencing) of two-syllable words. Such a hypothesis must predict that one-syllable word recognition does not distinguish between these two populations and that these effects cannot be accounted for in terms of eye movement differences. To test this hypothesis, one- and two-syllable words displayed for 100, 300, and 3,000 msec were required to be identified. The results yielded evidence of decreased accuracy of word identification by the children with dyslexia in the two-syllable, 300-msec condition, as predicted. A second experiment was unable to uncover any differences in eye movement behaviors that could account for the effects observed in the first experiment. The results are discussed in terms of potential sequential processing deficits in individuals with dyslexia.
研究人员考察了15名患有阅读障碍的儿童，以及15名年龄匹配和15名阅读能力匹配的对照组儿童在单词识别任务中的时间处理能力。本实验的基本假设是，当任务要求对双音节单词进行时间整合（排序）时，患有阅读障碍的儿童的单词识别能力相对于对照组会较差。这样的假设必须预测单音节单词识别在这两组人群中没有差异，并且这些影响不能用眼动差异来解释。为了验证这一假设，要求识别显示100毫秒、300毫秒和3000毫秒的单音节和双音节单词。结果如预期所示，在双音节、300毫秒的条件下，患有阅读障碍的儿童单词识别准确性下降。第二个实验未能发现任何眼动行为上的差异可以解释在第一个实验中观察到的影响。研究结果从阅读障碍个体潜在的序列处理缺陷方面进行了讨论。
