Cardillo Ramona, Garcia Ricardo Basso, Mammarella Irene C, Cornoldi Cesare
a Department of Developmental and Social Psychology , University of Padua , Padua , Italy.
b CAPES Foundation , Ministry of Education of Brazil , Brasília , Brazil.
Appl Neuropsychol Child. 2018 Jul-Sep;7(3):245-256. doi: 10.1080/21622965.2017.1297946. Epub 2017 Mar 15.
The present study aims to find empirical evidence of deficits in linguistic pragmatic skills and theory of mind (ToM) in children with dyslexia with associated language difficulties or nonverbal learning disabilities (NLD), when compared with a group of typically developing (TD) children matched for age and gender. Our results indicate that children with dyslexia perform less well than TD children in most of the tasks measuring pragmatics of language, and in one of the tasks measuring ToM. In contrast, children with NLD generally performed better than the dyslexia group, and performed significantly worse than the TD children only in a metaphors task based on visual stimuli. A discriminant function analysis confirmed the crucial role of the metaphors subtest and the verbal ToM task in distinguishing between the groups. We concluded that, contrary to a generally-held assumption, children with dyslexia and associated language difficulties may be weaker than children with NLD in linguistic pragmatics and ToM, especially when language is crucially involved. The educational and clinical implications of these findings are discussed.
本研究旨在寻找实证证据，以探究与伴有语言困难的诵读困难儿童或非言语学习障碍（NLD）儿童相比，在年龄和性别匹配的一组发育正常（TD）儿童中，诵读困难儿童在语言语用技能和心理理论（ToM）方面是否存在缺陷。我们的研究结果表明，在大多数衡量语言语用能力的任务以及一项衡量ToM的任务中，诵读困难儿童的表现不如TD儿童。相比之下，NLD儿童总体表现优于诵读困难组，仅在一项基于视觉刺激的隐喻任务中表现明显不如TD儿童。判别函数分析证实了隐喻子测试和言语ToM任务在区分不同组之间的关键作用。我们得出结论，与普遍观点相反，伴有语言困难的诵读困难儿童在语言语用学和ToM方面可能比NLD儿童更弱，尤其是在语言起关键作用时。本文还讨论了这些研究结果的教育和临床意义。
