有阅读障碍家庭风险儿童的统计学习

IF 1.9 3区 教育学 Q1 EDUCATION, SPECIAL Dyslexia Pub Date : 2022-03-14 DOI:10.1002/dys.1711
Elise H de Bree, Josje Verhagen
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引用次数: 0

摘要

统计学习在阅读障碍中受到影响的假设通常在诊断为阅读障碍的儿童和成人中进行评估,而不是在具有阅读障碍家庭风险(FR)的识字前儿童中进行评估。在这项研究中,4 - 5岁的FR儿童(n = 25)和非FR儿童(n = 33)完成了新兴读写能力(音素意识和RAN)的任务。他们还执行了一个基于连续反应时间(SRT)任务范式的在线非相邻依赖学习(NADL)任务。测量了儿童的准确性(命中数)、信号灵敏度(d ')和反应时间。与无FR组相比,FR组在音素意识方面的表现略差,在RAN方面的表现明显更差。关于NADL的结果,结果就不那么直接了:数据表明两组的统计学习都很成功,正如所发现的命中和反应时间曲线所表明的那样。然而,与无FR组相比,FR组在任务上的准确性更低,速度更慢。此外,与No - FR组不同,FR组的表现随所呈现的特定刺激而变化。综上所述,这些发现并没有显示出学龄前有阅读障碍和没有阅读障碍的儿童在统计学习上的显著差异,这与早期对年龄较大的儿童和成人有阅读障碍的研究一致。
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Statistical learning in children with a family risk of dyslexia
The assumption that statistical learning is affected in dyslexia has generally been evaluated in children and adults with diagnosed dyslexia, not in pre‐literate children with a family risk (FR) of dyslexia. In this study, four‐to‐five‐year‐old FR children (n = 25) and No‐FR children (n = 33) completed tasks of emerging literacy (phoneme awareness and RAN). They also performed an online non‐adjacent dependency learning (NADL) task, based on the Serial Reaction Time (SRT) task paradigm. Children's accuracy (hits), signal sensitivity (d′) and reaction times were measured. The FR group performed marginally more poorly on phoneme awareness and significantly more poorly on RAN than the No‐FR group. Regarding NADL outcomes, the results were less straightforward: the data suggested successful statistical learning for both groups, as indicated by the hit and reaction time curves found. However, the FR group was less accurate and slower on the task than the No‐FR group. Furthermore, unlike the No‐FR group, performance in the FR group varied as a function of the specific stimulus presented. Taken together, these findings fail to show a robust difference in statistical learning between children with and without an FR of dyslexia at preschool age, in line with earlier work on older children and adults with 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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