Obrzut J E, Obrzut A, Bryden M P, Bartels S G
Brain Lang. 1985 May;25(1):87-101. doi: 10.1016/0093-934x(85)90122-1.
The relationship between information processing and speech lateralization was investigated in learning-disabled children. The Kaufman Assessment Battery for Children (K-ABC) assessed simultaneous and successive processing while a dichotic listening paradigm with free recall and directed attention conditions assessed speech lateralization. A three-factor ANOVA design conducted on the dichotic data revealed that normal children demonstrated stronger right ear advantage (REA); whereas learning-disabled showed weaker right ear advantage. Further, lambda analyses conducted on individual subjects revealed that the learning-disabled did not demonstrate the REA, were not biased attenders, and did not get more right ear than left ear items when attention was directed to one ear. Multiple-regression analysis was used to predict sequential processing from the dichotic data for both groups. Learning-disabled children demonstrated a substantial deficit in sequential processing as compared to normal children. These results indicate that learning-disabled children may not have adequate cerebral lateralization of receptive speech processes, shift their attention more readily, and are more inadequate in sequential processing that presumably subserves language functioning. Perhaps learning-disabled children have deficiencies of processor capacity of salient areas of the left (language) hemisphere.
在学习障碍儿童中研究了信息处理与言语侧化之间的关系。考夫曼儿童评估量表（K-ABC）评估了同时性和继时性处理能力，而采用自由回忆和定向注意条件的双耳分听范式评估了言语侧化。对双耳分听数据进行的三因素方差分析表明，正常儿童表现出更强的右耳优势（REA）；而学习障碍儿童的右耳优势较弱。此外，对个体受试者进行的拉姆达分析表明，学习障碍儿童没有表现出右耳优势，不是偏向性注意者，并且当注意力指向一只耳朵时，他们听到的右耳项目并不比左耳项目多。使用多元回归分析从两组的双耳分听数据预测继时性处理能力。与正常儿童相比，学习障碍儿童在继时性处理方面存在显著缺陷。这些结果表明，学习障碍儿童可能在接受性言语过程的大脑侧化方面不足，更容易转移注意力，并且在可能支持语言功能的继时性处理方面更不完善。也许学习障碍儿童在左（语言）半球突出区域的处理器能力存在缺陷。
