Bases of Normal and Disordered Reading

描述(由申请人提供)：本建议书为竞争性延续 在之前的一次授予中，“感知、语言和计算基础 我们研究的重点是使用连接主义的阅读障碍模型 阅读以框架阅读习得和阅读障碍的实证研究 强调识别与不同基础类型相关联的子类型 减损。在之前的授权期内，我们进行了一项纵向 阅读习得与阅读障碍的研究及行为实验 语音感知、拼写和学习，目标是确定可能的 阅读障碍的原因。我们还完成了塞登堡的主要扩建工程和 McClelland(1980)关于发展性阅读障碍的模型，并实现了一个 从印刷品中计算出词义。行为研究表明 阅读障碍有语音和非语音基础， 产生随时间稳定的不同行为特征。公开演讲 仅在语音阅读障碍的子集中观察到识别缺陷 有更广泛的语言障碍。因此，研究表明，音系学 障碍可能会严重到对阅读造成负面影响，但会留下言语 感知不受影响。在下一个批准期内，我们建议进行新的 实验的重点是语音、言语和语言障碍的性质 在阅读障碍患者中观察到的视觉感知，这些影响 对阅读行为的损害，以及不同的大脑激活 模式是不同子类型的基础。该研究计划涉及到使用 行为实验、计算建模和神经成像技术 对正常阅读和无序阅读建立统一的描述。这些研究是 可能在阅读理论方面取得进展，其基础是 阅读障碍，正常和紊乱的言语和视觉的基本方面 知觉，以及阅读能力和残疾的大脑基础。

DESCRIPTION (provided by applicant): This proposal is a competing continuation of a previous grant, "Perceptual, linguistic, and computational bases of dyslexia." The focus of our research was on using a connectionist model of reading to frame empirical studies of reading acquisition and dyslexia, with an emphasis on identifying subtypes associated with different underlying impairments. During the previous granting period, we conducted a longitudinal study of reading acquisition and dyslexia and behavioral experiments concerning speech perception, spelling, and learning targeted at identifying possible causes of dyslexia. We also completed a major extension of the Seidenberg and McClelland (1980) model to developmental dyslexia and implemented a model of the computation of word meaning from print. The behavioral research suggests that there are phonological and non-phonological bases for dyslexia which produce different behavioral profiles that are stable over time. Overt speech recognition deficits were only observed in a subset of phonological dyslexics with broader language impairments. Thus the studies suggest that phonological impairments can be severe enough to impact reading negatively but leave speech perception unaffected. In the next granting period we propose to conduct new experiments focused on the nature of the impairments in phonology, speech and visual perception that have been observed in dyslexics, the effects of these impairments on reading behavior, and whether different brain activation patterns underlie different subtypes. The research program involves using behavioral experimentation, computational modeling, and neuroimaging techniques to develop a unified account of normal and disordered reading. The studies are likely to yield advances with regard to theories of reading, the bases of reading impairments, basic aspects of normal and disordered speech and visual perception, and the brain bases of reading ability and disability.