Zoccolotti Pierluigi
Department of Psychology, Sapienza University of Rome, 00185 Rome, Italy.
Neuropsychology Unit, IRCCS Fondazione Santa Lucia, 00179 Rome, Italy.
Brain Sci. 2022 Mar 23;12(4):425. doi: 10.3390/brainsci12040425.
In a recent paper, Share discussed four different "" and described this theory as "a " and a clear "". In this note, I argue that at least part of the success of this theory is due to the lack of explicit predictions which make it very difficult (if possible) to test its predictions, and, possibly, falsify the theory. Some areas of pertinent research, including categorical phoneme perception, picture naming, and phonological awareness are summarized. Furthermore, two lines of research in which groups of researchers have attempted to formulate more explicit predictions are briefly outlined. It is concluded that, although much research has variously referred to the phonological deficit theory of dyslexia, the resulting large body of evidence presents a complex pattern of results which, in the absence of an explicit formulation of the theory, is extremely difficult to frame within a unitary interpretation. Overall, what seems needed is a theoretical formulation that, on the one hand, can account for the complex pattern of available evidence and, on the other hand, provide testable predictions for future research.
在最近的一篇论文中，沙尔讨论了四种不同的“ ”，并将这一理论描述为“一种 ”和一种明确的“ ”。在本笔记中，我认为该理论至少部分成功的原因在于缺乏明确的预测，这使得很难（如果有可能的话）检验其预测，并且可能证伪该理论。总结了一些相关研究领域，包括分类音素感知、图片命名和语音意识。此外，简要概述了两组研究人员试图做出更明确预测的两条研究路线。得出的结论是，尽管许多研究以各种方式提及了诵读困难的语音缺陷理论，但由此产生的大量证据呈现出复杂的结果模式，在缺乏该理论明确表述的情况下，极难在统一的解释框架内进行梳理。总体而言，似乎需要一种理论表述，一方面能够解释现有证据的复杂模式，另一方面能够为未来研究提供可检验的预测。
