Neuroscience and Aphasia Research Unit, School of Psychological Sciences, University of Manchester, , Zochonis Building, Brunswick Street, Manchester M13 9PL, UK.
Philos Trans R Soc Lond B Biol Sci. 2013 Dec 9;369(1634):20120398. doi: 10.1098/rstb.2012.0398. Print 2014.
Acquired dyslexia offers a unique window on to the nature of the cognitive and neural architecture supporting skilled reading. This paper provides an integrative overview of recent empirical and computational work on acquired dyslexia within the context of the primary systems framework as implemented in connectionist neuropsychological models. This view proposes that damage to general visual, phonological or semantic processing abilities are the root causes of different forms of acquired dyslexia. Recent case-series behavioural evidence concerning pure alexia, phonological dyslexia and surface dyslexia that supports this perspective is presented. Lesion simulations of these findings within connectionist models of reading demonstrate the viability of this approach. The commitment of such models to learnt representations allows them to capture key aspects of performance in each type of acquired dyslexia, particularly the associated non-reading deficits, the role of relearning and the influence of individual differences in the premorbid state of the reading system. Identification of these factors not only advances our understanding of acquired dyslexia and the mechanisms of normal reading but they are also relevant to the complex interactions underpinning developmental reading disorders.
获得性失读症为我们理解支持熟练阅读的认知和神经结构的本质提供了一个独特的窗口。本文在连接主义神经心理学模型中实施的主要系统框架的背景下，对获得性失读症的最新实证和计算工作进行了综合概述。这一观点认为，一般视觉、语音或语义处理能力的损伤是不同形式获得性失读症的根本原因。本文提出了支持这一观点的关于单纯失读症、语音性失读症和表层失读症的纯行为案例系列证据。在阅读的连接主义模型中对这些发现进行的损伤模拟表明了这种方法的可行性。这些模型对习得表示的承诺允许它们捕捉每种获得性失读症的表现的关键方面，特别是相关的非阅读缺陷、重新学习的作用以及阅读系统的前期状态的个体差异的影响。识别这些因素不仅可以增进我们对获得性失读症和正常阅读机制的理解，而且对发展性阅读障碍的复杂相互作用也具有重要意义。
