Cappelli Gloria, Noccetti Sabrina, Arcara Giorgio, Bambini Valentina
Department of Philology, Literature and Linguistics, University of Pisa, Pisa, Italy.
San Camillo Hospital IRCCS, Venice, Italy.
Dyslexia. 2018 Aug;24(3):294-306. doi: 10.1002/dys.1588. Epub 2018 Jul 11.
The study assessed the pragmatic skills of 19 well-compensated Italian-speaking young adults with dyslexia compared with controls. A comprehensive pragmatic assessment tool was employed, targeting production and comprehension (Assessment of Pragmatic Abilities and Cognitive Substrates [APACS]). Participants were also administered a series of standardized tests to assess verbal and non-verbal cognitive abilities, including executive functions and social cognition tests. Data were analysed with the aim of understanding whether pragmatic abilities are compromised in dyslexia and of exploring associations between pragmatic performance and other cognitive domains. The performance of the dyslexia group was poorer than that of the control group in both expressive and receptive modalities. Data showed diffuse problems across several domains, with the greatest challenge posed by inferring nonliteral meanings, which indicates that pragmatic inefficiency is an important aspect of the linguistic and communicative profile of dyslexia in adulthood. Explorative correlations highlighted a relation between pragmatic performance and reading and vocabulary abilities, as well as between pragmatics and working memory. This suggests that pragmatic difficulties are strongly tied to the most distinctive aspects of dyslexia, namely, phonological awareness, verbal short-term memory, pseudo-word repetition, whereas the link with high-level executive functions and Theory of Mind is negligible.
该研究评估了19名代偿良好的意大利语诵读困难青年成人与对照组相比的语用技能。采用了一种全面的语用评估工具，针对产出和理解（语用能力和认知底物评估[APACS]）。参与者还接受了一系列标准化测试，以评估言语和非言语认知能力，包括执行功能和社会认知测试。分析数据的目的是了解诵读困难患者的语用能力是否受损，以及探索语用表现与其他认知领域之间的关联。诵读困难组在表达和接受方式上的表现均比对照组差。数据显示在多个领域存在普遍问题，推断非字面意义带来的挑战最大，这表明语用效率低下是成年诵读困难患者语言和交流特征的一个重要方面。探索性相关性突出了语用表现与阅读和词汇能力之间的关系，以及语用学与工作记忆之间的关系。这表明语用困难与诵读困难最显著的方面密切相关，即语音意识、言语短期记忆、假词重复，而与高级执行功能和心理理论的联系则微不足道。
