Ho H Z, Decker S N
Department of Psychology, University of California, Santa Barbara 93106.
Dev Med Child Neurol. 1988 Feb;30(1):99-107. doi: 10.1111/j.1469-8749.1988.tb04730.x.
This study examined the cognitive abilities of 60 pairs of reading-disabled twins aged between eight and 18 years (at least one member of each twin pair had been diagnosed as having a reading disability). Principal component analysis of nine cognitive tests yielded three readily interpretable composites of cognitive abilities--reading, symbol-processing speed and sequential memory. Scores on these three cognitive composites were significantly lower for the disabled readers than for normal readers. Individual differences in these cognitive composites within the reading-disabled twin sample were found to be due to genetic differences. Furthermore, deficits in the reading composite for the reading-disabled sample appear to be heritable.
本研究调查了60对年龄在8至18岁之间的阅读障碍双胞胎的认知能力（每对双胞胎中至少有一人被诊断为患有阅读障碍）。对九项认知测试进行主成分分析，得出了三个易于解释的认知能力组合——阅读、符号处理速度和序列记忆。与正常读者相比，阅读障碍读者在这三种认知组合上的得分显著更低。研究发现，阅读障碍双胞胎样本中这些认知组合的个体差异是由基因差异导致的。此外，阅读障碍样本在阅读组合上的缺陷似乎具有遗传性。
