Hardy B W, McIntyre C W, Brown A S, North A J
J Learn Disabil. 1989 Dec;22(10):646-51. doi: 10.1177/002221948902201011.
The nature of visual and auditory coding processes in students with learning disabilities (SLDs) and student controls (SCs) was examined with a letter-matching task on four types of successively presented letter pairs: identical (A,A), visually confusable (P,R), auditorily confusable (F,S), and neither visually nor auditorily confusable (N,T). Two delay intervals (0 and 2 seconds) were used between the presentation of the first and second letters. Analysis of decision latencies on the nonidentical letter pair trials revealed that with initial exposure to the task, the SLDs responded more slowly than SCs, but their general confusability patterns (visual and auditory) were similar. With additional practice, overall decision latencies were comparable for the two groups, while confusability differences emerged: SCs showed maximal visual confusability at a 0-second delay and maximal auditory confusability at a 2-second delay, while SLDs did not. Evidently, SLDs make less extensive use of visual and auditory coding processes compared to SCs.
通过一项字母匹配任务，研究了学习障碍学生（SLD）和对照学生（SC）的视觉和听觉编码过程的性质。该任务涉及四种连续呈现的字母对：相同字母对（A,A）、视觉易混淆字母对（P,R）、听觉易混淆字母对（F,S）以及视觉和听觉均不易混淆字母对（N,T）。在呈现第一个和第二个字母之间使用了两个延迟间隔（0秒和2秒）。对非相同字母对试验的决策潜伏期分析表明，在初次接触该任务时，学习障碍学生的反应比对照学生慢，但他们的总体易混淆模式（视觉和听觉）相似。经过额外练习后，两组的总体决策潜伏期相当，但易混淆性差异出现了：对照学生在0秒延迟时表现出最大视觉易混淆性，在2秒延迟时表现出最大听觉易混淆性，而学习障碍学生则没有。显然，与对照学生相比，学习障碍学生对视觉和听觉编码过程的利用程度较低。
