统计学习的个体差异对有和无阅读障碍儿童阅读和拼写表现的贡献。

IF 1.9 3区 教育学 Q1 EDUCATION, SPECIAL
Dyslexia Pub Date : 2021-02-25 DOI:10.1002/dys.1678
Merel van Witteloostuijn, Paul Boersma, Frank Wijnen, Judith Rispens
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引用次数: 19

摘要

本研究采用个体差异方法对有和没有阅读障碍的儿童进行研究,调查了统计学习能力和读写(阅读和拼写)技能之间的假设关系。我们通过控制参与者水平上的潜在混淆(例如,非语言推理、注意力和语音技能,包括快速自动命名和语音短期记忆)来检验统计学习(系列反应时间和视觉统计学习任务)的临床相关性。100名说荷兰语的8至11岁儿童参加了这项研究,有或没有阅读障碍(每组50人),另见van Witteloostuijn等人(2019)对相同参与者的研究。没有证据表明统计学习和读写能力之间的关系超出了参与者水平的变量。文献中提出的统计学习和读写能力之间的联系及其临床相关性可能很小,并且受到研究方法差异的强烈影响,这与我们的发现并不矛盾。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

The contribution of individual differences in statistical learning to reading and spelling performance in children with and without dyslexia

The contribution of individual differences in statistical learning to reading and spelling performance in children with and without dyslexia

Using an individual differences approach in children with and without dyslexia, this study investigated the hypothesized relationship between statistical learning ability and literacy (reading and spelling) skills. We examined the clinical relevance of statistical learning (serial reaction time and visual statistical learning tasks) by controlling for potential confounds at the participant level (e.g., non-verbal reasoning, attention and phonological skills including rapid automatized naming and phonological short-term memory). A 100 Dutch-speaking 8- to 11-year-old children with and without dyslexia participated (50 per group), see also van Witteloostuijn et al. (2019) for a study with the same participants. No evidence of a relationship between statistical learning and literacy skills is found above and beyond participant-level variables. Suggestions from the literature that the link between statistical learning and literacy attainment, and therefore its clinical relevance, might be small and strongly influenced by methodological differences between studies are not contradicted by our findings.

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来源期刊
Dyslexia
Dyslexia Multiple-
CiteScore
3.90
自引率
9.10%
发文量
27
期刊介绍: DYSLEXIA provides reviews and reports of research, assessment and intervention practice. In many fields of enquiry theoretical advances often occur in response to practical needs; and a central aim of the journal is to bring together researchers and practitioners in the field of dyslexia, so that each can learn from the other. Interesting developments, both theoretical and practical, are being reported in many different countries: DYSLEXIA is a forum in which a knowledge of these developments can be shared by readers in all parts of the world. The scope of the journal includes relevant aspects of Cognitive, Educational, Developmental and Clinical Psychology Child and Adult Special Education and Remedial Education Therapy and Counselling Neuroscience, Psychiatry and General Medicine The scope of the journal includes relevant aspects of: - Cognitive, Educational, Developmental and Clinical Psychology - Child and Adult Special Education and Remedial Education - Therapy and Counselling - Neuroscience, Psychiatry and General Medicine
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