WORKING MEMORY IN DYSLEXIC CHILDREN

本项目的主要目的是进一步阐明 工作记忆在阅读技能获得中的作用。 三组 小学生将被招募。 两组 （每组N = 40）将是不良阅片者;一组将符合标准 对于发展性阅读障碍， 学习者 这些小组将根据教师的情况进行分层（两个级别） 注意力缺陷障碍（ADD）。 比较组 年龄正常的阅片者（N = 40）将匹配两个较差的阅片者 注意力问题的严重程度（主要或次要）。 而 所有的组都会表现出工作记忆的损伤， 预计子组成部分赤字的模式各不相同。 尤其 问题是为什么大约一半的ADD儿童学习阅读 并以与年龄相适应的速度拼写， 记忆功能障碍（例如，低于正常的数字跨度分数， WISC-R）。 受试者将在各种各样的任务上进行比较， 阅读技能和挖掘不同成分和/或关联 工作记忆（例如，清晰度，对抗性 命名速率、串行存储器跨度）。 后面的每一项任务都将 在两个或两个以上的条件下进行，以探索刺激的作用 类型和干扰物对工作记忆的影响。 电生理 将在两项任务中进行监测，以便评估 (1)押韵词和不押韵词的事件相关电位 无意义的词对和（2）脑电连贯性在心理 算术和查看单词和字母串。 预计发音速度减慢和受损 语音敏感性是工作记忆的基础 阅读障碍者和学习缓慢者群体的功能障碍。 的 只有ADD组的工作记忆缺陷将是 假设是先天的（能力有限）或战略性的， 如果激励条件没有改善， 性能 所有这三个被研究的群体对教育工作者来说仍然是麻烦的; 调查结果可能会导致更有效的补救办法。

The major aim of this project is to elucidate further the role of working memory in the acquisition of reading skill. Three groups of elementary school students will be recruited. Two groups (N=40 in each) will be poor readers; one group will meet criteria for developmental reading disability and the others will be slow learners. These groups will be stratified (two levels) on teacher ratings of attention deficit disorder (ADD). A comparison group of normal for age readers (N=40) will match the two poor reader groups in severity of attentional problems (major or minor). While all groups will 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 evidencing working memory dysfunctions (e.g., below normal digit span scores on the WISC-R). Subjects will be 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 will be done under two or more conditions to explore the role of stimulus type and distractors on working memory. Electrophysiological monitoring will be 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. All three groups to be studied remain troublesome to educators; findings could lead to more efficient remedial approaches.