汉语阅读障碍儿童的言语工作记忆与视空间工作记忆的功能特点

发布时间：2018-04-22 13:15

本文选题：汉语阅读障碍 + 言语工作记忆　；参考：《陕西师范大学》2014年硕士论文

【摘要】：Baddeley工作记忆模型理论在阅读障碍研究领域中占据着主导地位,该理论模型认为,工作记忆是一个容量有限的系统,负责信息的短时存储和加工,它由四个子成分构成：语音回路(言语工作记忆)、视空模板(视空间工作记忆)中央执行系统和情景缓冲器。拼音文字是表音文字,具有较强的形-音对应规则,拼音文字的阅读与语音加工密切相关,对视觉加工需求低。以拼音文字为材料的研究中,较一致地认为阅读障碍存在言语工作记忆缺陷,但是对于阅读障碍是否存在视空间工作记忆缺陷有很大的分歧。汉字是一种表意文字,形、声、义相结合,没有拼音文字强烈的形-音对应规则,透明度低,字形复杂,需要很强的知觉空间知觉能力。同时,在现代汉语中,有80%-90%的汉字为形声字,对汉字声旁信息检索与语音加工有关。那么,汉语阅读障碍是否也存在言语工作记忆缺陷和视空间工作记忆缺陷?言语工作记忆和视空间工作记忆都不是一个单一的整体资源,它们各自由不同的子系统构成。言语工作记忆由语音存储装置和发音复述装置构成；视空间工作记忆由视觉客体工作记忆和视觉空间工作记忆构成。本研究基于Baddeley工作记忆模型理论,致力于研究汉语阅读障碍言语工作记忆和视空间工作记忆的功能特点,对此进行了三项实验研究：实验一采用视觉押韵任务,比较汉语阅读障碍儿童与阅读正常儿童启动发音复述机制上是否存在差异,从而考察汉语阅读障碍儿童的言语工作记忆功能特点。以正确率和反应时为指标,结果表明,在启动和非启动复述任务中阅读障碍组的正确率显著低于阅读正常组,且反应时显著高于正常组；障碍组在启动和非启动任务中反应时有所降低,但是正确率也显著降低,说明阅读障碍儿童未能有效启动发音复述机制,阅读障碍儿童言语工作记忆中的发音复述装置存在缺陷。实验二采用视觉图形记忆任务,比较汉语阅读障碍儿童与阅读正常儿童的视觉客体工作记忆是否存在差异,从而考察汉语阅读障碍儿童的视觉客体工作记忆功能特点。研究发现,阅读障碍儿童的视觉客体工作记忆得分显著低于正常组儿童,据此推断,汉语阅读障碍儿童的视觉客体工作记忆存在缺陷。实验三采用Grossi广度范式,比较汉语阅读障碍儿童与阅读正常儿童的视觉空间工作记忆是否存在差异,从而考察汉语阅读障碍儿童的视觉空间工作记忆的功能特点。研究发现,阅读障碍儿童的视觉空间工作记忆得分显著低于正常组儿童,据此推断,汉语阅读障碍儿童的视觉空间工作记忆存在缺陷。
[Abstract]:Baddeley's working memory model theory plays a leading role in the field of dyslexia. The model holds that working memory is a limited system, which is responsible for the short-term storage and processing of information. It consists of four sub-components: speech loop (speech working memory), visual spatial template (visual working memory) central executive system and scene buffer. Phonetic characters are phonetic characters with strong form-phonetic corresponding rules. The reading of phonetic characters is closely related to phonetic processing and the need for visual processing is low. In the study of phonetic characters, it is agreed that there is a speech working memory defect in reading disorder, but there is a great difference on whether there is a visual space working memory defect in reading disorder. Chinese characters are a combination of ideographic characters, shapes, sounds and meanings. There is no strong form-phonetic corresponding rules of phonetic characters. The transparency is low and the font shape is complex, which requires strong perceptual spatial perception ability. At the same time, in modern Chinese, 80% to 90% of Chinese characters are phonetic characters, and the retrieval of Chinese phonetic side information is related to phonological processing. So, does the Chinese reading disorder also have the defects of working memory in speech and working memory in visual space? Verbal working memory and visual spatial working memory are not a single whole resource, they are composed of different subsystems. Speech working memory is composed of speech storage device and pronunciation retelling device, visual space working memory is composed of visual object working memory and visual space working memory. Based on the working memory model theory of Baddeley, this study is devoted to studying the functional characteristics of working memory in Chinese dyslexic speech and working memory in visual space. In the first experiment, visual rhyming task was used to compare whether there were differences in the mechanism of starting pronunciation repetition between children with Chinese dyslexia and normal children, so as to investigate the characteristics of speech working memory function of children with Chinese dyslexia. The results showed that the correct rate of dyslexia group was significantly lower than that of normal group, and the response time was significantly higher than that of normal group. The response time of the dyslexic group was decreased in both priming and non-priming tasks, but the correct rate was also significantly decreased, indicating that the children with dyslexia could not effectively initiate the mechanism of pronunciation repetition. The phonetic retelling device in the speech working memory of children with dyslexia is defective. In the second experiment, the visual object working memory of Chinese dyslexic children was compared with that of normal children by using the task of visual graphics memory, and the functional characteristics of visual object working memory of Chinese dyslexic children were investigated. It was found that the working memory scores of visual objects in children with dyslexia were significantly lower than those in normal children. It was concluded that the working memory of visual objects in children with Chinese dyslexia was defective. In the third experiment, Grossi breadth paradigm was used to compare the difference of visual spatial working memory between children with Chinese dyslexia and normal children, so as to investigate the functional characteristics of visual spatial working memory of Chinese dyslexic children. It was found that the score of visual spatial working memory of children with reading disability was significantly lower than that of normal children. It was concluded that the visual spatial working memory of Chinese dyslexic children had defects.
【学位授予单位】：陕西师范大学
【学位级别】：硕士
【学位授予年份】：2014
【分类号】：B842.3

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