WORKING MEMORY IN DYSLEXIC CHILDREN

该项目的主要目的是进一步阐明工作的作用 记忆在阅读技能的习得中。在第一阶段，三组 招募了小学生。两组(每组N=40)为 阅读能力差；有一组人符合发展性阅读标准 残疾和另一组是学习缓慢的人。40岁正常年龄 患有注意力缺陷障碍(ADD)的读者可以作为对比 一群人。虽然所有小组都表现出工作记忆方面的障碍，但 预计各分项赤字的模式将有所不同。尤其是在 问题是为什么大约一半的ADD儿童学习阅读和拼写 尽管工作记忆功能障碍(例如， 低于WISC-R的正常数字广度分数)。 受试者在评估阅读的各种任务中进行比较 技能和利用工作不同组成部分和/或相关因素 记忆(例如，发音速率、对抗性命名速率、序列 内存跨度)。后面的每一项任务都是在两项或更多项任务下完成的 探索刺激类型和分心物作用的条件 工作记忆。电生理监测在两个月内进行 任务，允许评估(1)事件相关电位到押韵和 非押韵词和无意义词对和(2)脑电连贯 心算和查看单词和字母串。 预计发音速度较慢和语音受损 敏感性将是阅读障碍患者工作记忆功能障碍的基础 学习速度慢的学生群体。只有ADD患者的工作记忆缺陷 假设团队是先天的(有限的能力)或战略的 如果激励条件没有改善，那么就不是激励的起源 他们的表演。 在第二阶段，拟招募40名青少年阅读障碍者(12岁 至16)与第一阶段研究的三组进行比较 阅读障碍组将与较年轻的阅读年龄大致匹配 添加普通阅读器，但预计在工作记忆方面会有所不同 子过程和语音技能。

The major aim of the project is to elucidate further the role of working memory in the acquisition of reading skill. In Phase I, three groups of elementary school students were recruited. Two groups (N=40 in each) are poor readers; one group meets criteria for developmental reading disability and the other group is slow learners. Forty normal for age readers with Attention Deficit Disorder (ADD) serve as a comparison group. While all groups exhibit impairments in working memory, the pattern of sub-component deficits is expected to vary. Especially at issue is why approximately half of ADD children learn to read and spell at an age-appropriate rate despite working memory dysfunctions (e.g., below normal digit span scores on the WISC-R). Subjects are compared on a wide variety of tasks that assess reading skill and that tap different components and/or correlates of working memory (e.g., articulation rate, confrontational naming rate, serial memory span). Each of the latter tasks are done under two or more conditions to explore the role of stimulus type and distractors on working memory. Electrophysiological monitoring is done during two tasks, allowing assessment of (1) event related potentials to rhyming and non-rhyming word and nonsense word pairs and (2) EEG coherence during mental arithmetic and viewing of word and letter strings. It is expected that slower articulation rates and impaired phonological sensitivity will underlie working memory dysfunctions in the dyslexic and the slow learner groups. The working memory deficits of the ADD only group will be hypothesized to be innate (limited capacity) or strategic and not motivational in origin if incentive conditions do not improve their performance. In Phase II, it is proposed to recruit 40 adolescent dyslexics (aged 12 to 16) to compare with the three groups studied in Phase I. This older dyslexic group will be an approximate reading age match for the younger ADD normal readers, but are predicted to differ on working memory subprocesses and phonological skills.