成人识字习得的功能和结构神经可塑性效应

IF 0.5 4区心理学 Q4 CLINICAL NEUROLOGY

Zeitschrift Fur Neuropsychologie Pub Date : 2019-05-29 DOI:10.1024/1016-264X/A000254

M. Boltzmann, T. Münte, B. Mohammadi, J. Rüsseler

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引用次数: 3

摘要

摘要在德国，750万18至64岁的人被认为是功能性文盲（Grotlüschen&Riekmann，2012）。尽管已经上学好几年了，但功能性文盲只有基本的识字能力。尽管他们可以在非常有限的程度上使用书面语言，但只有少数功能性文盲参加成人识字课程。此外，大多数成人识字课程主要旨在提高基本的阅读和写作技能。专门针对工作场所识字的课程很少。本综述概述了功能性文盲的定义。之后，将介绍一个具体的扫盲计划（AlphaPlus）及其有效性。综述的研究表明，成年后学习阅读与大脑结构和功能的变化有关。

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Functional and structural neural plasticity effects of literacy acquisition in adulthood

Abstract. In Germany, 7.5 Million individuals between 18 and 64 years are considered to be functionally illiterate (Grotlüschen & Riekmann, 2012). Functional illiterates have only rudimentary literacy skills despite attending school for several years. Although they can use written language to a very limited extent, only few functional illiterates attend literacy courses for adults. In addition, most adult literacy courses primarily aim at promoting basic reading and writing skills. Offers specific to workplace literacy are scarce. This review gives an overview of the definition of functional illiteracy. Afterwards, a specific literacy program (AlphaPlus) and its effectiveness will be presented. The reviewed studies indicate that learning to read in adulthood is associated with structural and functional brain changes.

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来源期刊

Zeitschrift Fur Neuropsychologie CLINICAL NEUROLOGY-PSYCHOLOGY

CiteScore

1.00

自引率

25.00%

发文量

期刊介绍： In der Zeitschrift für Neuropsychologie werden aktuelle Forschungsergebnisse sowie Reviewartikel aus dem Bereich der experimentellen und klinischen Neuropsychologie sowie angrenzender Gebiete (z.B. Biologische Psychologie, Neurologie, Neuropsychiatrie, Neuropsychopharmakologie, Rehabilitationspsychologie) publiziert. Die Beiträge sollen gleichgewichtet sowohl die human- und tierexperimentelle Grundlagenforschung, als auch die klinische Forschung und die klinische Praxis berücksichtigen. Der klinische Schwerpunkt liegt auf der Diagnostik und Rehabilitation von kognitiven und affektiven Störungen, wie z.B. von Aufmerksamkeit, Gedächtnis, Planen und Problemlösen, Sensomotorik, Wahrnehmung, Emotionalität und Sozialverhalten.