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Neuropsychological study of development of working memory of children with learning disabilities(dyslexia)

学习障碍（阅读障碍）儿童工作记忆发展的神经心理学研究

基本信息

批准号：
14510151
负责人：
ISHIZAKA Ikuyo
金额：
$ 2.62万
依托单位：
Fukuoka University of Education
依托单位国家：
日本
项目类别：
Grant-in-Aid for Scientific Research (C)
财政年份：
2002
资助国家：
日本
起止时间：
2002 至 2004
项目状态：
已结题

项目摘要

1.A Japanese Short-Form of the Swanson Cognitive Processing Test (JS-CPT).The reliability and validity of a Japanese short-form of the Swanson Cognitive Processing Test (JS-CPT) was investigated, a test that assesses the working memory capacity. Test-retest reliability of the JS-CPT was within an acceptable range (r=.76,p<.01). Concurrent validity of the JS-CPT was confirmed through the comparison of the scores on the Reading Span Task (r=.55,p<.05). JS-CPT samples were comparable with S-CPT samples on the 3 subtests for older group and the 2 subtests for younger group. With an exception of the Auditory Digit Sequence task, the results showed that both JS-CPT and S-CPT had measured comparable abilities of working memory in child populations.2.The relations among Reading, Phonological Awareness and Working Memory in Normal 4th to 6th grade children.The Construct Model of Ishizaka et al. (2004) on the relationships among the reading ability, phonological awareness and auditory working memory in 4th-6th grade children of elementary school was examined.Neither phonological awareness nor auditory working memory was the predictors of reading ability. By our multiple regression analysis using four tasks, the three of them could be the predictor of reading ability. We found that the auditory digit sequence and phonological deletion tasks were predictors of reading ability. That means these tasks measure different aspects of phonological awareness or auditory working memory.

1.日本版Swanson认知加工测验（JS-CPT）：本研究对日本版Swanson认知加工测验（JS-CPT）的信度和效度进行了研究。JS-CPT的重测信度在可接受的范围内（r=.76，p <.01）。通过比较阅读广度任务的得分，证实了JS-CPT的同时效度（r=.55，p <.05）。JS-CPT样本与S-CPT样本在老年组的3个分测验和年轻组的2个分测验上具有可比性。除听觉数字序列任务外，结果表明JS-CPT和S-CPT都测量了儿童群体的工作记忆能力。2.正常四至六年级儿童的阅读、语音意识和工作记忆之间的关系。Ishizaka等人的结构模型。（2004）关于阅读能力、语音意识和工作记忆之间的关系本研究探讨了小学4 ~ 6年级儿童的语音意识和听觉工作记忆，结果发现语音意识和听觉工作记忆都不是阅读能力的预测因子。通过对四个任务的多元回归分析，发现这三个任务都可以作为阅读能力的预测因子。我们发现听觉数字序列和语音删除任务对阅读能力有预测作用。这意味着这些任务测量语音意识或听觉工作记忆的不同方面。