Auditory temporal information processing in preschool children at family risk for dyslexia:: Relations with phonological abilities and developing literacy skills
Auditory temporal information processing in preschool children at family risk for dyslexia:: Relations with phonological abilities and developing literacy skills
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DOI：
10.1016/j.bandl.2005.07.026
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发表时间：
2006-04-01
影响因子：
2.5
通讯作者：
Ghesquière, P
中科院分区：
文献类型：
--
作者：
Boets, B;Wouters, J;Ghesquière, P
在这个项目中，通过对两组5岁学龄前儿童的听觉加工与语音技能的关系进行对比研究，检验了阅读障碍中听觉时间加工缺陷的假设。这两组儿童分别是家族高风险组和家族低风险组。参与者根据性别、年龄、非语言智商、学校环境和父母的教育水平进行了单独匹配。使用嵌入在电脑游戏中的三间隔强迫选择自适应楼梯范式，估计了间隙检测、调频检测和噪声中音调检测的心理物理阈值。语音技能是通过评估语音意识、快速序列命名和口头短期记忆来测量的。在语音意识和字母知识方面发现了显著的组间差异。相反. .两组之间的听觉任务都没有显著差异。然而，频率调制和噪声中的音调检测都与语音意识显著相关。这种与语音技能的关系在间隙检测中不存在。(c) 2005爱思唯尔公司版权所有。
In this project, the hypothesis of an auditory temporal processing deficit in dyslexia was tested by examining auditory processing in relation to phonological skills in two contrasting groups of five-year-old preschool children, a familial high risk and a familial low risk group. Participants were individually matched for gender, age, non-verbal IQ, school environment, and parental educational level. Psychophysical thresholds were estimated for gap-detection, frequency modulation detection, and tone-in-noise detection using a three-interval forced-choice adaptive staircase paradigm embedded within a computer game. Phonological skills were measured by tasks assessing phonological awareness, rapid serial naming, and verbal short-term memory. Significant group differences were found for phonological awareness and letter knowledge. In contrast.. none of the auditory tasks differentiated significantly between both groups. However, both frequency modulation and tone-in-noise detection were significantly related to phonological awareness. This relation with phonological skills was not present for gap-detection. (c) 2005 Elsevier Inc. All rights reserved.