Goldberg T E
J Autism Dev Disord. 1987 Mar;17(1):29-44. doi: 10.1007/BF01487258.
A review of the literature on hyperlexia suggests that the disorder is frequently associated with autism, that hermetic readers reach the lexicon via both the phonological and orthographic routes, and that the children derive meaning from print (notably, single words). In hyperlexia, as in other savant syndromes, the skills seemingly arise without a practice period and are not integrated with other areas of knowledge. A theory was advanced to account for the findings: Savants have dysfunctional procedural memory systems, though their declarative memories are relatively intact. The deficit in procedures is reflected in the difficulties savants have with routinized activities and in a dissociation of accessible knowledge from action. A disconnected declarative system manifests itself in the savant skill.
一项关于高词汇量症的文献综述表明，该病症常与自闭症相关，即高词汇量阅读者通过语音和正字法两种途径掌握词汇，且这些儿童能从印刷文字（尤其是单个单词）中获取意义。与其他学者综合征一样，高词汇量症患者的这些技能似乎未经练习阶段就出现了，并且与其他知识领域未整合。有人提出一种理论来解释这些发现：学者症患者的程序性记忆系统存在功能障碍，尽管他们的陈述性记忆相对完好。程序方面的缺陷体现在学者症患者在常规活动中遇到的困难，以及可获取的知识与行动的脱节。一个脱节的陈述性系统在学者症技能中表现出来。
