发展性阅读障碍的视觉注意广度缺陷:基于视觉注意缺陷的证据综述

IF 1.9 3区 教育学 Q1 EDUCATION, SPECIAL Dyslexia Pub Date : 2022-07-28 DOI:10.1002/dys.1724
Sylviane Valdois
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引用次数: 11

摘要

发展性阅读障碍的视觉注意广度(VAS)缺陷假说认为,一部分阅读障碍个体由于视觉注意能力的降低而表现出多元素并行处理缺陷。然而,基于注意力的对VAS任务表现不佳的解释存在激烈的争论。本文的目的是通过对相关行为和神经生物学研究结果的批判性回顾来澄清这个问题。我们首先考察了VAS表现的其他语言解释的合理性,评估了VAS任务的表现是否反映了言语短期记忆、言语编码或视觉-言语映射技能。然后,我们关注VAS任务的视觉维度,以质疑VAS是否主要反映视觉注意力,而不是更基本的视觉技能。对现有行为和神经生物学研究结果的仔细审视不仅指出了视觉注意缺陷在VAS受损的失读症个体中,而且进一步表明了一种选择性的内源性注意系统缺陷与脑背侧注意网络的非典型功能有关。概述澄清了关于通过VAS任务测量的内容的争论,并提供了如何解释发展性阅读障碍的VAS缺陷的见解。
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The visual-attention span deficit in developmental dyslexia: Review of evidence for a visual-attention-based deficit

The visual attention span (VAS) deficit hypothesis in developmental dyslexia posits that a subset of dyslexic individuals shows a multielement parallel processing deficit due to reduced visual attention capacity. However, the attention-based interpretation of poor performance on VAS tasks is hotly debated. The purpose of the present paper is to clarify this issue through a critical review of relevant behavioural and neurobiological findings. We first examine the plausibility of alternative verbal interpretations of VAS performance, evaluating whether performance on VAS tasks might reflect verbal short-term memory, verbal coding or visual-to-verbal mapping skills. We then focus on the visual dimensions of VAS tasks to question whether VAS primarily reflects visuo-attentional rather than more basic visual skills. Scrutiny of the available behavioural and neurobiological findings not only points to a deficit of visual attention in dyslexic individuals with impaired VAS but further suggests a selective endogenous attentional system deficit that relates to atypical functioning of the brain dorsal attentional network. The overview clarifies the debate on what is being measured through VAS tasks and provides insights on how to interpret the VAS deficit in developmental dyslexia.

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来源期刊
Dyslexia
Dyslexia Multiple-
CiteScore
3.90
自引率
9.10%
发文量
27
期刊介绍: DYSLEXIA provides reviews and reports of research, assessment and intervention practice. In many fields of enquiry theoretical advances often occur in response to practical needs; and a central aim of the journal is to bring together researchers and practitioners in the field of dyslexia, so that each can learn from the other. Interesting developments, both theoretical and practical, are being reported in many different countries: DYSLEXIA is a forum in which a knowledge of these developments can be shared by readers in all parts of the world. The scope of the journal includes relevant aspects of Cognitive, Educational, Developmental and Clinical Psychology Child and Adult Special Education and Remedial Education Therapy and Counselling Neuroscience, Psychiatry and General Medicine The scope of the journal includes relevant aspects of: - Cognitive, Educational, Developmental and Clinical Psychology - Child and Adult Special Education and Remedial Education - Therapy and Counselling - Neuroscience, Psychiatry and General Medicine
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