Pickle J M
St. Mary's University of Minnesota, Minneapolis 55406, USA.
J Learn Disabil. 1998 Nov-Dec;31(6):625-35. doi: 10.1177/002221949803100614.
The theoretical roots of neuropsychological research lie in the case studies of reading disability completed during the late nineteenth and early twentieth centuries. This article reviews the methods, technologies, and operating tenets of these studies. The results suggest that the assumptions of anatomical and functional modularity for cortical processes became guiding principles for diagnosing and correcting reading difficulties. The advent of neuron doctrine shifted the focus of neuropsychological explanations of reading difficulties from gross neuroanatomical studies to investigations of the microstructure of the central nervous system. Early definitions of reading disabilities are interpreted across the dimensions of focal lesions, autonomous cognitive processes, comorbidity with other symptoms and syndromes, etiology, and permanence.
神经心理学研究的理论根源在于19世纪末和20世纪初完成的阅读障碍案例研究。本文回顾了这些研究的方法、技术和操作原则。结果表明，皮质过程的解剖和功能模块化假设成为诊断和纠正阅读困难的指导原则。神经元学说的出现将阅读困难的神经心理学解释重点从大体神经解剖学研究转移到中枢神经系统微观结构的研究。阅读障碍的早期定义是从局灶性病变、自主认知过程、与其他症状和综合征的共病、病因和持久性等维度来解释的。
