Artificial grammar learning as a tool to study the underlying deficits in dyslexia across development.

人工语法学习作为研究阅读障碍发展过程中潜在缺陷的工具。

• 批准号: 1906229
• 金额: --
• 依托单位: Newcastle University
• 依托单位国家: 英国
• 项目类别: Studentship
• 财政年份: 2017
• 资助国家: 英国
• 起止时间: 2017 至 无数据
• 项目状态: 已结题
• 来源: https://gtr.ukri.org/projects?ref=studentship-1906229
• 关键词: Artificial; grammar; learning; tool; study

Dyslexia is characterised by deficits in learning to read and spell, thought to be caused by specific difficulties with phonological processing. However, some research hassuggests that the underlying deficits of dyslexia may be due to weaknesses in implicit learning or impairments in sequence processing, which is related to language grammar learning. Thus, it is not clear whether dyslexics have fundamental sequence learning impairments (a cognitive domain-general deficit) or if deficits are primarily restricted to phonological processing difficulties. The project aims to disentangle these competing hypotheses and shed light on the underlying causes of dyslexia. It will develop behavioural implicit learning tasks using novel artificial grammar paradigms to investigate how individuals with dyslexia and control participants learn and process artificial grammars of different levels of complexity, including structurally identical sequences consisting of either phonological stimuli (nonsense words) or non-linguistic sounds (e.g., tones). Moreover, after the initial work with adults the project will test children to understand the developmental trajectory of these abilities. The last component will involve fMRI scanning to identify any differences in the function of brain regions between individuals with dyslexia and controls. The outcome of this project is advancing our understanding on the nature of dyslexia, and how the network of brain areas involved in sequence processing might vary with dyslexiaseverity or change over the course of development.

阅读障碍的特点是学习阅读和拼写方面的缺陷，被认为是由语音处理的特定困难引起的。然而，一些研究表明，阅读障碍的潜在缺陷可能是由于内隐学习的弱点或与语言语法学习相关的序列处理的缺陷造成的。因此，目前尚不清楚阅读障碍者是否存在基本的序列学习障碍（认知领域的一般缺陷），或者缺陷是否主要限于语音处理困难。该项目旨在理清这些相互竞争的假设，并揭示阅读障碍的根本原因。它将使用新颖的人工语法范式开发行为内隐学习任务，以研究患有阅读障碍的个体和对照参与者如何学习和处理不同复杂程度的人工语法，包括由语音刺激（无意义的单词）或非语言声音（例如音调）组成的结构相同的序列。此外，在与成人进行初步合作后，该项目将测试儿童以了解这些能力的发展轨迹。最后一部分将涉及功能磁共振成像扫描，以识别阅读障碍患者和对照组之间大脑区域功能的差异。该项目的成果是加深了我们对阅读障碍本质的理解，以及参与序列处理的大脑区域网络如何随着阅读障碍严重程度或在发展过程中的变化而变化。