PERCEPTUAL, LINGUISTIC & COMPUTATIONAL BASES OF DYSLEXIA

感知、语言

• 批准号: 2655130
• 负责人: FRANK R MANIS
• 金额: $ 14.71万
• 依托单位: UNIVERSITY OF SOUTHERN CALIFORNIA
• 依托单位国家: 美国
• 财政年份: 1996
• 资助国家: 美国
• 起止时间: 1996-02-01 至 2000-01-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/2655130
• 关键词: behavioral /social science research tag; child behavior; clinical research; cognition; dyslexia; hearing; human subject; language development; longitudinal human study; middle childhood (6-11); neural information processing; neuropsychological tests; perception; psychomotor reaction time; speech recognition; spelling

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.

该提案描述了对发展性阅读障碍基础的研究， 使用正常和受损读者的行为研究和计算 建模以确定导致文字处理缺陷的因素。 关于阅读障碍的基础存在相当大的不确定性； 现有证据暗示了几个因素，包括语音、 视觉知觉和听觉知觉障碍。提案 描述了将检查单词阅读组成部分的行为研究 目的是确定不同类型的技能 损伤会导致字级处理的缺陷 常见于阅读障碍。认字是一项复杂的技能图画 关于几种类型的知识、过程和认知能力。 未能获得适合年龄的阅读技能可能是由于 任何这些领域的障碍。提供的理论框架 连接主义模型用作生成预测的基础 关于阅读困难障碍的这些不同来源。这个框架 已经产生了明确的文字处理计算模型。它还 提供了一种强大的方法来检查受损行为的基础：它们 可以通过在工作中引入各种类型的异常来进行模拟 正常性能模型。这使我们能够识别不同的来源 阅读障碍并对其影响进行预测 实验研究中使用的阅读和相关任务。一个四- 对 3-4 年级阅读困难读者进行的年度纵向研究将 使用大量措施来评估拼写， 语音、视觉和听觉感知以及其他组成部分 阅读。比较组 ~f 正常读者的年龄和单词匹配 识别技能也将被跟踪 4 年。数据将被使用 生成表明每个人的缺陷领域的主题概况， 以及他们行为特征的稳定性和预测有效性 加班将被评估。检查关键部件的附加实验 更深入的技能将在休息月份进行 纵向研究。这些实验将集中于（a）假定的缺陷 与阅读障碍相关的言语感知和（b）单词的影响 级别变量（例如频率、拼写声音规律性和 意象性）对阅读障碍者和正常人的单词和非单词命名的影响 读者。模拟的目的是了解具体如何 词汇系统的损伤导致了损伤的类型 实验研究中观察到的行为。行为数据将是 与模拟正常细节的联结主义模型有关 和非典型发展。模型在不同单词上的错误模式 类型将与阅读障碍者的错误和反应时间进行比较 孩子们将这些词类型作为理论有效性的测试 模型。