Processing of rapid auditory stimuli in school-age children referred for evaluation of learning disorders.
Processing of rapid auditory stimuli in school-age children referred for evaluation of learning disorders.
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处理学龄儿童的快速听觉刺激，以评估学习障碍。
DOI：
10.1111/1467-8624.00264
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发表时间：
2001
影响因子：
4.6
通讯作者：
Wypij,D
中科院分区：
文献类型：
--
作者：
Waber,DP;Weiler,MD;Wolff,PH;Bellinger,D;Marcus,DJ;Ariel,R;Forbes,P;Wypij,D
Tallal假设，阅读障碍儿童在处理快速出现的听觉刺激时存在域一般缺陷，这会降低言语感知，从而限制语音意识，从而限制阅读习得。她预测他们会受到快速呈现的听觉刺激的不成比例的影响。在这项研究中，100名7至11岁的学习障碍（LI）儿童和243名非学习障碍（NLI）儿童在双音听觉辨别范式上进行了评估。LI犯了更多的错误，但时间的影响是可比的。从优秀和较差读者的子样本中获得了相同的结果。任务表现预测阅读，拼写和计算。在阅读能力差的人中，对语言和其他听觉刺激的感知的神经过程可能不那么有效;然而，与Tallal的假设相反，速度可能不会受到特别的影响。
Tallal hypothesized that reading disabled children have a domain‐general deficit in processing rapidly occurring auditory stimuli that degrades speech perception, thereby limiting phonologic awareness and thus reading acquisition. She predicted they would be disproportionately affected by rapidly presented auditory stimuli. In this study, one hundred 7‐ to 11‐year‐old children with learning impairment (LI) and 243 non‐learning impaired (NLI) children were evaluated on a two‐tone auditory discrimination paradigm. LI committed more errors, but effects of timing were comparable. The same result was obtained for a subsample of good and poor readers. Task performance predicted reading, spelling, and calculation. Neural processes underlying perception of speech and other auditory stimuli may be less effective in poor readers; however, contrary to Tallal's hypothesis, rate may not be specifically affected.