Viana André R, Razuk Milena, de Freitas Paulo B, Barela José A
Graduate Program in Human Movement Sciences - Institute of Physical Activity and Sport Sciences, Cruzeiro do Sul University, São Paulo, São Paulo, Brazil.
PLoS One. 2013 Aug 16;8(8):e72719. doi: 10.1371/journal.pone.0072719. eCollection 2013.
Dyslexic children, besides difficulties in mastering literacy, also show poor postural control that might be related to how sensory cues coming from different sensory channels are integrated into proper motor activity. Therefore, the aim of this study was to examine the relationship between sensory information and body sway, with visual and somatosensory information manipulated independent and concurrently, in dyslexic children. Thirty dyslexic and 30 non-dyslexic children were asked to stand as still as possible inside of a moving room either with eyes closed or open and either lightly touching a moveable surface or not for 60 seconds under five experimental conditions: (1) no vision and no touch; (2) moving room; (3) moving bar; (4) moving room and stationary touch; and (5) stationary room and moving bar. Body sway magnitude and the relationship between room/bar movement and body sway were examined. Results showed that dyslexic children swayed more than non-dyslexic children in all sensory condition. Moreover, in those trials with conflicting vision and touch manipulation, dyslexic children swayed less coherent with the stimulus manipulation compared to non-dyslexic children. Finally, dyslexic children showed higher body sway variability and applied higher force while touching the bar compared to non-dyslexic children. Based upon these results, we can suggest that dyslexic children are able to use visual and somatosensory information to control their posture and use the same underlying neural control processes as non-dyslexic children. However, dyslexic children show poorer performance and more variability while relating visual and somatosensory information and motor action even during a task that does not require an active cognitive and motor involvement. Further, in sensory conflict conditions, dyslexic children showed less coherent and more variable body sway. These results suggest that dyslexic children have difficulties in multisensory integration because they may suffer from integrating sensory cues coming from multiple sources.
阅读障碍儿童除了在掌握读写能力方面存在困难外，还表现出较差的姿势控制能力，这可能与来自不同感觉通道的感觉线索如何整合到适当的运动活动中有关。因此，本研究的目的是在阅读障碍儿童中，独立地和同时地操纵视觉和躯体感觉信息，研究感觉信息与身体摆动之间的关系。30名阅读障碍儿童和30名非阅读障碍儿童被要求在一个移动的房间内尽可能静止地站立，分别在闭眼或睁眼、轻触或不触碰可移动表面的情况下，在五种实验条件下持续60秒：（1）无视觉和无触碰；（2）移动房间；（3）移动杆；（4）移动房间和静止触碰；（5）静止房间和移动杆。检测身体摆动幅度以及房间/杆的运动与身体摆动之间的关系。结果显示，在所有感觉条件下，阅读障碍儿童的摆动都比非阅读障碍儿童更多。此外，在视觉和触碰操纵相互冲突的试验中，与非阅读障碍儿童相比，阅读障碍儿童的摆动与刺激操纵的协调性更低。最后，与非阅读障碍儿童相比，阅读障碍儿童在触碰杆时表现出更高的身体摆动变异性，并施加了更大的力。基于这些结果，我们可以认为阅读障碍儿童能够利用视觉和躯体感觉信息来控制他们的姿势，并且与非阅读障碍儿童使用相同的潜在神经控制过程。然而，即使在一项不需要积极认知和运动参与的任务中，阅读障碍儿童在关联视觉和躯体感觉信息与运动动作时，表现也更差且变异性更大。此外，在感觉冲突条件下，阅读障碍儿童的身体摆动协调性更低且变异性更大。这些结果表明，阅读障碍儿童在多感觉整合方面存在困难，因为他们可能在整合来自多个来源的感觉线索时存在障碍。
