WORKING MEMORY IN DYSLEXIC CHILDREN

该项目的主要目的是进一步阐明工作的作用， 记忆在阅读技能的获得中的作用。 在第一阶段， 招募小学生。 两组（每组N=40） 阅读能力差;一组符合发展性阅读标准 残疾人和另一组是缓慢的学习者。 40岁正常年龄 患有注意力缺陷障碍（ADD）的读者作为对照， 组 虽然所有的组都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。 特别是在 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上的正常数字跨度分数）。 在评估阅读的各种任务中，对受试者进行比较 技能和挖掘工作不同组成部分和/或相关因素 存储器（例如，清晰度，对抗性命名率，序列 记忆跨度）。 后面的每一项任务都是在两个或多个 探索刺激类型和干扰物对 工作记忆 电生理监测是在两个 任务，允许评估（1）押韵的事件相关电位， 不押韵的词和无意义的词对和（2）EEG的连贯性， 心算和观察单词和字母串。 预计发音速度较慢和语音受损 敏感性将成为阅读障碍的工作记忆功能障碍的基础， 学习缓慢的群体。 注意力缺失症的工作记忆缺陷 假设一个群体是天生的（能力有限）或战略性的 如果激励条件没有改善， 他们的表现。 在第二阶段，拟招募40名青少年阅读障碍者（12岁 至16）与I期研究的三组进行比较。这个老 阅读障碍组将是一个近似的阅读年龄匹配的年轻人 ADD正常读者，但预计在工作记忆方面有所不同 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.