发展性阅读障碍儿童的语音类别学习：执行功能的作用及改善性训练

发布时间：2018-03-18 10:26

本文选题：语音类别学习　切入点：阅读障碍　出处：《广州大学》2017年硕士论文　论文类型：学位论文

【摘要】：语音类别学习是人类重要的认知能力之一,是当前类别学习的研究前沿。语音类别学习的双系统模型将学习系统分成了内隐学习系统和外显学习系统。当前语音类别学习的研究中主要是对青少年、成年人、老年人和抑郁情绪者等群体的研究,然而对发展性阅读障碍儿童的研究仍很薄弱。由于类别的习得可以降低认知负荷,因此对于发展性阅读障碍儿童的语音类别学习研究显得尤为重要。既往研究发现发展性阅读障碍儿童的程序性学习是受损的,有关附带听觉类别学习的研究证实了这一结论,但是却未曾发现工作记忆影响到其附带听觉类别学习。尽管语音的学习被认为是内隐的程序性学习且不受到工作记忆的影响,但是语音加工过程仍然需要工作记忆的参与,因此,执行功能可能会影响语音类别学习,双系统模型可能存在一定的局限性。基于此,本研究试图探讨发展性阅读障碍儿童的语音类别学习。实验1分析执行功能在发展性阅读障碍儿童语音类别学习中的作用,实验2在实验1的基础上对发展性阅读障碍儿童进行10天的认知训练,希望通过改善其认知能力促进其语音类别学习。研究结果发现:(1)发展性阅读障碍儿童的记忆容量低于正常儿童,抑制控制任务的反应速度慢于正常儿童;(2)发展性阅读障碍儿童的语音类别学习成绩低于正常儿童,且与记忆容量、Go/no-go任务的反应时存在显著的相关关系;(3)认知训练可以改善发展性阅读障碍儿童的认知能力,并促进其语音类别学习成绩。基于研究结果,本研究得出以下结论:发展性阅读障碍儿童的语音类别学习受到执行功能的影响;包括工作记忆训练和抑制控制训练在内的认知训练可以改善其语音类别学习成绩。
[Abstract]:Phonological category learning is one of the most important cognitive abilities of human beings. The two-system model of phonological category learning divides the learning system into implicit learning system and explicit learning system. However, the study of children with developmental dyslexia is still very weak. Because category acquisition can reduce cognitive burden, Therefore, it is particularly important to study the phonological category learning of children with developmental dyslexia. Previous studies have found that the procedural learning of children with developmental dyslexia is impaired, which is confirmed by the research on incidental auditory category learning. However, it has not been found that working memory affects the learning of incidental auditory categories. Although phonetic learning is regarded as implicit procedural learning and is not affected by working memory, the process of phonological processing still requires the participation of working memory. Therefore, the executive function may affect speech class learning, and the dual system model may have some limitations. This study attempts to explore the phonological category learning of children with developmental dyslexia. Experiment 1 analyzes the role of executive function in speech category learning of children with developmental dyslexia. In experiment 2, the children with developmental dyslexia were trained for 10 days on the basis of experiment 1. The study found that the memory capacity of children with developmental dyslexia was lower than that of normal children. The response rate of inhibition control task was slower than that of normal children. And there was a significant correlation between memory capacity and response time of Go-no-go task.) Cognitive training improved cognitive ability of children with developmental dyslexia and improved their phonological performance. This study concludes that the speech category learning of children with developmental dyslexia is affected by executive function, and that cognitive training, including working memory training and inhibition control training, can improve their phonological performance.
【学位授予单位】：广州大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：B842.3

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