Swanson H L, Ashbaker M H, Lee C
School of Education, University of California, Riverside, CA 92521, USA.
J Exp Child Psychol. 1996 Apr;61(3):242-75. doi: 10.1006/jecp.1996.0016.
The purpose of this study was to investigate whether limitations in the enhancement of learning-disabled readers' working memory performance are attributable to process or storage functions. For Experiment 1, performance of reading-disabled, chronological age-matched, and reading level-matched children was compared on verbal and visual-spatial working memory measures under initial (no probes or cues), gain (cues that bring performance to an asymptotic level), and maintenance conditions (asymptotic conditions without cues). The results indicated that (a) learning-disabled readers' working memory performance was comparable on visual-spatial measures, but inferior to CA-matched children on verbal working memory measures; (b) learning-disabled readers' performance was superior to reading-matched counterparts across working memory conditions; and (c) performance differences remained between learning-disabled and CA-matched children or gain and maintenance conditions, even when initial and processing efficiency (probe) scores were partialed out in the analyses. Experiment 2 included the same conditions as Experiment 1, except that verbal short-term memory scores were also partialed out in the analysis. The results indicated that learning-disabled readers are inferior on both verbal and visual-spatial working memory measures when compared to CA-matched children on high demand conditions (maintenance). Two findings that emerged across experiments were (a) intercorrelations among diverse WM measures increased on demanding conditions and (b) verbal WM was not directly related to reading skill. In sum, the results support the notion that learning-disabled readers' poor working memory performance on demanding conditions reflect constraints in a central executive storage system.
本研究的目的是调查学习障碍读者工作记忆表现提升的局限性是否归因于加工或存储功能。在实验1中，比较了阅读障碍儿童、年龄匹配儿童和阅读水平匹配儿童在初始（无探测或线索）、增益（使表现达到渐近水平的线索）和维持条件（无线索的渐近条件）下的言语和视觉空间工作记忆测量表现。结果表明：（a）学习障碍读者在视觉空间测量上的工作记忆表现相当，但在言语工作记忆测量上不如年龄匹配儿童；（b）在所有工作记忆条件下，学习障碍读者的表现优于阅读水平匹配的同龄人；（c）即使在分析中剔除初始和加工效率（探测）分数，学习障碍儿童与年龄匹配儿童之间或增益与维持条件之间的表现差异仍然存在。实验2包括与实验1相同的条件，只是在分析中也剔除了言语短期记忆分数。结果表明，在高要求条件（维持）下，与年龄匹配儿童相比，学习障碍读者在言语和视觉空间工作记忆测量上均较差。跨实验出现的两个发现是：（a）在要求较高的条件下，不同工作记忆测量之间的相互关联增加；（b）言语工作记忆与阅读技能没有直接关系。总之，结果支持这样一种观点，即学习障碍读者在要求较高条件下较差的工作记忆表现反映了中央执行存储系统的限制。
