从一般人群推断阅读障碍儿童的表现:以联想语音工作记忆为例

IF 2.9 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Scientific Studies of Reading Pub Date : 2021-04-12 DOI:10.1080/10888438.2021.1897596

B. Carretti, C. Cornoldi, Arianna Antonello, Laura Di Criscienzo, E. Toffalini

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引用次数: 2

摘要

摘要:本研究考察了阅读障碍人群在工作记忆测量中的平均表现是否可以从典型人群的特征维度上推断出来。具体来说，我们关注的是联想语音工作记忆(APWM)，由于阅读与联想学习和工作记忆(WM)的关系，我们预测这种能力在阅读障碍中会受到损害。研究1a揭示了438名典型发育(TD)儿童在考虑了流体智力和语音WM后，APWM与阅读能力之间的线性关系。在研究1b中，基于研究1a中发现的一组相关性，使用模拟程序来计算患有阅读障碍的儿童的APWM缺陷。这一预测与26名诵读困难儿童的实际表现进行了比较。证实了APWM的缺陷，其程度与从TD人群中观察到的相关结构模拟的结果一致。

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Inferring the Performance of Children with Dyslexia from that of the General Population: The Case of Associative Phonological Working Memory

ABSTRACT The study examines whether the average performance of the population with dyslexia in a working memory measure can be inferred dimensionally from the characteristics of the typical population. Specifically, we focused on Associative Phonological Working Memory (APWM), an ability that we predicted being impaired in dyslexia due to the relationship of reading with both associative learning and working memory (WM). Study 1a revealed a linear relationship between APWM and reading ability in 438 typically-developing (TD) children, after accounting for fluid intelligence and phonological WM. In Study 1b a simulation procedure was used to calculate the deficit in APWM expected in children with dyslexia, based on the set of correlations found in Study 1a. This prediction was compared with the actual performance of 26 children with dyslexia. A deficit in APWM was confirmed, and its extent was in line with that simulated from the correlational structure seen in the TD population.

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来源期刊

Scientific Studies of Reading Multiple-

CiteScore

7.20

自引率

2.70%

发文量

期刊介绍： This journal publishes original empirical investigations dealing with all aspects of reading and its related areas, and, occasionally, scholarly reviews of the literature, papers focused on theory development, and discussions of social policy issues. Papers range from very basic studies to those whose main thrust is toward educational practice. The journal also includes work on "all aspects of reading and its related areas," a phrase that is sufficiently general to encompass issues related to word recognition, comprehension, writing, intervention, and assessment involving very young children and/or adults.