Conforti Sara, Marinelli Chiara Valeria, Zoccolotti Pierluigi, Martelli Marialuisa
Department of Psychology, Sapienza University of Rome, Rome, Italy.
Cognitive and Affective Neuroscience Lab, Department of Humanities, University of Foggia, Foggia, Italy.
Sci Rep. 2024 Feb 19;14(1):4109. doi: 10.1038/s41598-024-52330-x.
We compared reading words and pseudo-words presented in single displays (as typical of psycholinguistic research) with stimuli presented in multiple displays (as typical of real-life conditions and clinical testing) under controlled conditions. Italian sixth-grade children with and without a reading deficit showed an advantage in reading times for multiple over single displays. This finding was partly ascribed to the capacity to overlap the non-decisional component of the response, an effect present in control readers as well as children with dyslexia. Furthermore, there were several indications in the data that the requirement to read sequentially taxes performance by augmenting the relative impact of the experimental manipulations used. This effect was present in both groups of children, but proportionally stronger in children with dyslexia. The study contributes to filling the gap between single and multiple displays, a condition more like real-life situations.
在可控条件下，我们将单屏呈现的单词和假词（心理语言学研究的典型方式）与多屏呈现的刺激物（现实生活情境和临床测试的典型方式）进行了比较。有阅读障碍和无阅读障碍的意大利六年级儿童在阅读多屏呈现的内容时，阅读时间比单屏呈现时更具优势。这一发现部分归因于重叠反应中非决策成分的能力，这种效应在正常阅读者和诵读困难儿童中都存在。此外，数据中有几个迹象表明，顺序阅读的要求会增加所采用实验操作的相对影响，从而对表现造成负担。两组儿童都出现了这种效应，但在诵读困难儿童中比例更强。该研究有助于填补单屏和多屏呈现之间的差距，而多屏呈现更类似于现实生活情境。
