Barisic Kristina, Kohnen Saskia, Nickels Lyndsey
a ARC Centre of Excellence in Cognition and its Disorders, Department of Cognitive Science , Macquarie University , Sydney , NSW , Australia.
Cogn Neuropsychol. 2017 May-Jun;34(3-4):94-118. doi: 10.1080/02643294.2017.1359154. Epub 2017 Sep 14.
A single case study is reported of a 10-year-old, English-speaking boy, L.S., who presented with spelling errors similar to those described in acquired graphemic buffer dysgraphia (GBD). We used this case to evaluate the appropriateness of applying adult cognitive models to the investigation of developmental cognitive disorders. The dual-route model of spelling guided this investigation. L.S. primarily made "letter errors" (deletions, additions, substitutions, transpositions, or a combination of these errors) on words and nonwords and in all input (aural and visual) and output modalities (writing, typing, oral spelling); there was also some evidence of a length effect and U-shaped serial position curve. An effect of lexical variables on spelling performance was also found. We conclude that the most parsimonious account is an impairment at the level of the graphemic buffer and without systematic cognitive neuropsychological investigation, the nature of L.S.'s spelling difficulty would likely have been missed.
本文报告了一例个案研究，对象是一名10岁、说英语的男孩L.S.，他出现的拼写错误与后天性字素缓冲书写障碍（GBD）中所描述的相似。我们利用这个案例来评估将成人认知模型应用于发展性认知障碍研究的适用性。拼写的双通道模型指导了这项研究。L.S.在单词和非单词上，以及在所有输入（听觉和视觉）和输出方式（书写、打字、口头拼写）中，主要犯“字母错误”（删除、添加、替换、换位或这些错误的组合）；也有一些长度效应和U形系列位置曲线的证据。还发现了词汇变量对拼写表现的影响。我们得出结论，最简洁的解释是字素缓冲水平受损，如果没有系统的认知神经心理学调查，L.S.拼写困难的本质很可能会被忽略。
