Hachmann Wibke M, Bogaerts Louisa, Szmalec Arnaud, Woumans Evy, Duyck Wouter, Job Remo
Department of Psychology and Cognitive Science, University of Trento, Corso Bettini 31, 38068, Rovereto, TN, Italy,
Ann Dyslexia. 2014 Jul;64(2):121-36. doi: 10.1007/s11881-013-0089-5. Epub 2014 Feb 1.
Recent findings suggest that people with dyslexia experience difficulties with the learning of serial order information during the transition from short- to long-term memory (Szmalec et al. Journal of Experimental Psychology: Learning, Memory, & Cognition 37(5): 1270-1279, 2011). At the same time, models of short-term memory increasingly incorporate a distinction of order and item processing (Majerus et al. Cognition 107: 395-419, 2008). The current study is aimed to investigate whether serial order processing deficiencies in dyslexia can be traced back to a selective impairment of short-term memory for serial order and whether this impairment also affects processing beyond the verbal domain. A sample of 26 adults with dyslexia and a group of age and IQ-matched controls participated in a 2 × 2 × 2 experiment in which we assessed short-term recognition performance for order and item information, using both verbal and nonverbal material. Our findings indicate that, irrespective of the type of material, participants with dyslexia recalled the individual items with the same accuracy as the matched control group, whereas the ability to recognize the serial order in which those items were presented appeared to be affected in the dyslexia group. We conclude that dyslexia is characterized by a selective impairment of short-term memory for serial order, but not for item information, and discuss the integration of these findings into current theoretical views on dyslexia and its associated dysfunctions.
最近的研究结果表明，诵读困难症患者在从短期记忆向长期记忆过渡的过程中，学习序列顺序信息存在困难（斯马莱克等人，《实验心理学杂志：学习、记忆与认知》第37卷第5期：1270 - 1279页，2011年）。与此同时，短期记忆模型越来越多地纳入了顺序处理和项目处理的区分（马耶鲁斯等人，《认知》第107卷：395 - 419页，2008年）。本研究旨在调查诵读困难症患者的序列顺序处理缺陷是否可追溯到对序列顺序的短期记忆的选择性损害，以及这种损害是否也会影响语言领域之外的处理。26名成年诵读困难症患者以及一组年龄和智商匹配的对照组参与了一项2×2×2实验，在该实验中，我们使用语言和非语言材料评估了对顺序和项目信息的短期识别表现。我们的研究结果表明，无论材料类型如何，诵读困难症患者回忆单个项目的准确率与匹配的对照组相同，而诵读困难症组识别项目呈现顺序的能力似乎受到了影响。我们得出结论，诵读困难症的特征是对序列顺序的短期记忆存在选择性损害，但对项目信息不存在选择性损害，并讨论了将这些研究结果纳入当前关于诵读困难症及其相关功能障碍的理论观点。
