PERCEPTUAL, LINGUISTIC & COMPUTATIONAL BASES OF DYSLEXIA

这项建议描述了对发展性阅读障碍的基础的研究， 使用正常和受损读者的行为研究和计算 建模以确定导致字处理缺陷的因素。 关于阅读障碍的基础有相当大的不确定性； 现有的证据涉及几个因素，包括音素， 视觉-知觉和听觉知觉障碍。这项建议 描述将检查单词阅读的组成部分的行为研究 具有识别和确定不同类型的 损伤导致单词水平处理的缺陷，这是 常见于阅读困难症。单词识别是一项复杂的技能图 关于几种类型的知识、过程和认知能力。 未能获得与年龄相适应的阅读技能可能源于 这些领域中的任何一个领域的损害。由提供的理论框架 连接主义模型被用作生成预测的基础 关于阅读障碍的这些不同来源。这个框架 已经产生了文字处理的显式计算模型。它还 提供了一种强大的方法来检查受损行为的基础：他们 可以通过在工作中引入各种类型的异常来模拟 正常性能的模型。这使我们能够识别不同的来源 并对阅读障碍的影响进行预测 实验研究中使用的阅读及相关任务。A四- 将对3-4年级阅读障碍读者进行为期一年的纵向研究 使用一大组测量来评估正字法， 语音、视觉和听觉知觉和其他成分 阅读。正常读者在年龄和词汇量上匹配的对照组 识别技能也将被跟踪4年。将使用这些数据 为了生成指示每个个体的缺陷区的受试者简档， 以及它们的行为特征的稳定性和预测效度 将对加班费进行评估。检查关键组件的其他实验 将在非工作月份进行更深入的技能培训 纵向研究。这些实验将集中在(A)假定的缺陷上 在与阅读障碍相关的言语知觉中，以及(B)单词- 级别变量(如频率、拼写发音规则和 形象性)论阅读障碍与正常人的词语命名和非词语命名 读者。模拟的目标是了解有多具体 词汇系统中的缺陷导致了受损类型的产生 在实验研究中观察到的行为。行为数据将是 与模拟法线细节的连接主义模型相关 和非典型的发展。模型在不同词语上的偏误模式 类型将与阅读困难的错误和反应时间进行比较 以这些儿童词汇类型作为检验理论的效度 模特。

This proposal describes research on the bases of developmental dyslexia, using behavioral studies of normal and impaired readers and computational modeling to identify factors that give rise to word processing deficits. There is considerable uncertainty regarding the bases of dyslexia; existing evidence implicates several factors including phonological, visual-perceptual, and auditory perceptual impairments. The proposal describes behavioral studies that will examine components of word reading skill with the goal of identifying determining whether different types of impairments contribute to the deficits in word level processing that are commonly observed in dyslexia. Word recognition is a complex skill drawing on several types of knowledge, processes, and cognitive capacities. Failures to acquire age-appropriate reading skills could derive from impairments in any of these areas. The theoretical framework provided by connectionist models is used as a basis for generating predictions concerning these different sources of dyslexic impairment. This framework has yielded explicit computational models of word processing. It also provides a powerful way to examine the bases of impaired behavior: they can be simulated by introducing various types of anomalies in a working model of normal performance. This permits us to identify different sources of reading impairment and generate predictions concerning their effects on the reading and related tasks used in the experimental studies. A four- year longitudinal study of dyslexic readers in grades 3-4 will be conducted using a large battery of measures to assess orthographic, phonological, visual- and auditory-perceptual and other components of reading. Comparison groups ~f normal readers matched on age and word recognition skill will also be followed for 4 years. The data will be used to generate subject profiles indicating deficit areas for each individual, and the stability and predictive validity of their behavioral profiles overtime will be assessed. Additional experiments examining key component skills in more depth will be conducted during off-months for the longitudinal study. These experiments will focus on (a) putative deficits in speech perception associated with dyslexia and (b) the effects of word- level variables (such as frcquency, spelling-sound regularity and imageability) on word and non-word naming among dyslexic and normal readers. The goal of the simulations is understand how specific impairments in the lexical system give rise to the typed of impaired behavior observed in experimental studies. The behavioral data will be related to connectionist models that simulate detailed aspects of normal and atypical development. The models' patterns of errors on different word types will be compared to the errors and reaction times of dyslexic children on these word types as a test of the validity of the theoretical model.