Yang Ting, Cai Yan, Liu Hong, Liu Xiangping
School of Psychology, Beijing Normal University, Beijing 100875, China.
Beijing Key Laboratory of Applied Experimental Psychology, School of Psychology, Beijing Normal University, Beijing 100875, China.
Brain Sci. 2023 Jan 19;13(2):172. doi: 10.3390/brainsci13020172.
Previous studies have found that individuals with dyslexia perform poorly in paired associate learning (PAL) tasks, which were explained by a deficit in cross-modal association or verbal demand in alphabetic language. However, the nature of PAL deficits in non-alphabetic languages remains unclear. In this study, we conducted PAL and priming tasks in visual-visual, visual-verbal, verbal-visual, and verbal-verbal conditions to dissociate the cross-modal and verbal demands in Chinese children with dyslexia. In Experiment 1, children with dyslexia performed worse in verbal-involved PAL (visual-verbal, verbal-visual, and verbal-verbal) than the control children. Experiment 2 revealed that children with dyslexia performed better than the control children in the verbal-visual condition. Our results suggest that children with dyslexia have an intact ability to form cross-modal associations, which also implies that phonological deficits might be the key to PAL deficits in Chinese children with dyslexia.
先前的研究发现，患有阅读障碍的个体在配对联想学习（PAL）任务中表现不佳，这被解释为跨模态联想缺陷或字母语言中的语言需求不足。然而，非字母语言中PAL缺陷的本质仍不清楚。在本研究中，我们在视觉-视觉、视觉-语言、语言-视觉和语言-语言条件下进行了PAL和启动任务，以区分中国阅读障碍儿童的跨模态和语言需求。在实验1中，患有阅读障碍的儿童在涉及语言的PAL（视觉-语言、语言-视觉和语言-语言）中比对照组儿童表现更差。实验2表明，患有阅读障碍的儿童在语言-视觉条件下比对照组儿童表现更好。我们的结果表明，患有阅读障碍的儿童具有完整的跨模态联想能力，这也意味着语音缺陷可能是中国阅读障碍儿童PAL缺陷的关键。
