阅读障碍的特点是印刷与语音的衔接减弱。

IF 3.9 1区 心理学 Q1 PSYCHOLOGY, DEVELOPMENTAL
Xiaohui Yan, Yang Fu, Guoyan Feng, Hui Li, Haibin Su, Xinhong Liu, Yu Wu, Jia Hua, Fan Cao
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引用次数: 0

摘要

阅读障碍(RD)的特点可能是印刷-语音会聚能力下降,而印刷-语音会聚能力是指阅读和听力文字的神经认知过程重叠的程度。我们研究了86名患有或不患有阅读障碍的读者从儿童(平均年龄:11.07+0.48)到成人(平均年龄:21.33+1.80)期间印刷-语音辐辏的变化情况。研究对象来自中国的小学和副学士学位学院(2020-2021 年)。研究发现了三种异常模式:(1)RD儿童和成人左侧顶叶下皮层的打印-语音会聚持续减少,提示RD的神经特征;(2)左侧额叶下回的打印-语音会聚减少仅在RD儿童中明显,而在RD成人中不明显,提示发育延迟;(3)RD成人双侧小脑/纺锤体的打印-语音会聚比典型成人增加,提示代偿。该研究揭示了 RD 患者大脑功能异常的发育差异。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

Reading disability is characterized by reduced print–speech convergence

Reading disability is characterized by reduced print–speech convergence

Reading disability (RD) may be characterized by reduced print–speech convergence, which is the extent to which neurocognitive processes for reading and hearing words overlap. We examined how print–speech convergence changes from children (mean age: 11.07+0.48) to adults (mean age: 21.33+1.80) in 86 readers with or without RD. The participants were recruited in elementary schools and associate degree colleges in China (from 2020 to 2021). Three patterns of abnormalities were revealed: (1) persistent reduction of print–speech convergence in the left inferior parietal cortex in both children and adults with RD, suggesting a neural signature of RD; (2) reduction of print–speech convergence in the left inferior frontal gyrus only evident in children but not adults with RD, suggesting a developmental delay; and (3) increased print–speech convergence in adults with RD than typical adults in the bilateral cerebella/fusiform, suggesting compensations. It provides insights into developmental differences in brain functional abnormalities in RD.

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来源期刊
Child development
Child development Multiple-
CiteScore
9.20
自引率
4.30%
发文量
149
期刊介绍: As the flagship journal of the Society for Research in Child Development (SRCD), Child Development has published articles, essays, reviews, and tutorials on various topics in the field of child development since 1930. Spanning many disciplines, the journal provides the latest research, not only for researchers and theoreticians, but also for child psychiatrists, clinical psychologists, psychiatric social workers, specialists in early childhood education, educational psychologists, special education teachers, and other researchers. In addition to six issues per year of Child Development, subscribers to the journal also receive a full subscription to Child Development Perspectives and Monographs of the Society for Research in Child Development.
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