汉语发展性阅读障碍儿童的知觉锚定能力研究
文献类型：学位论文
| 作者 | 李意真 |
| 答辩日期 | 2024-06 |
| 文献子类 | 博士 |
| 授予单位 | 中国科学院大学 |
| 授予地点 | 中国科学院心理研究所 |
| 其他责任者 | 毕鸿燕 |
| 关键词 | 发展性阅读障碍 知觉锚定 神经机制 |
| 学位名称 | 理学博士 |
| 学位专业 | 发展与教育心理学 |
| 其他题名 | The perceptual anchoring ability in Chinese children with developmental dyslexia |
| 中文摘要 | Developmental dyslexia (DD) is one of the most common specific learning difficulties. Phonological processing deficits have long been considered as the core deficit of dyslexia. However, some researchers have proposed that phonological defects come from more basic sensory processing defects. The perceptual anchoring deficit theory proposed that individuals with dyslexia come from the inability to effectively learn to use repeated stimuli to promote perceptual performance. This theory has been supported by some evidence, but there are still some questions that to be solved. First, there is debate over whether the perceptual anchoring deficit in dyslexia is a domaingeneral or speech-specific deficit. Second, it is not clear whether the perceptual anchoring deficiency is a modality-general or modality-specific defect in visual and auditory modalities. The reason is that previous studies used different tasks to investigate different stimulus types, and the influence of various cognitive factors in different tasks cannot be excluded. In this study, behavioral measurement and electroencephalogram (EEG) technique were used to solve these two questions systematically. In Study 1, Chinese children with dyslexia in grades 4-6, chronologicalage matched (CA) control children in grades 4-6, and reading-level matched (RL) control children in grades 2-4 were recruited. Psychophysical methods and the same task were used to investigate the perceptual anchoring abilities with pure tones, lexical tones, and visual Gabor patches. In Study 2, Chinese dyslexic children in grades 4-6 and a CA control group were recruited, and the perceptual anchoring abilities with pure tones, lexical tones, and Gabor patches were investigated by using EEG technique and the same task. In Study 1, we aimed to investigate the ability to anchor the frequency of pure tones, lexical tones and visual Gabor patches in Chinese dyslexic children. The twoalternative forced choice discrimination task was used, two conditions with standard and without standard were set, and the discrimination threshold/just noticeable difference (JND) was obtained. The results showed that for auditory anchoring ability with pure tones, Chinese dyslexic children were significantly worse than CA and RL control groups. For speech anchoring ability with lexical tones, Chinese dyslexic children were significantly worse than CA control group, but there was no significant difference between DD and RL control group. For visual anchoring ability with Gabor patches, no significant differences were found between DD and CA or RL control groups. Further, correlation and mediation model analyses showed that auditory or speech anchoring ability can affect reading abilities through phonological processing abilities. Meanwhile, there was a correlation between visual anchoring ability and reading ability only in the dyslexic group, and no correlation was found in the two control groups. In Study 2, we aimed to investigate the neural activity behind the anchoring ability of pure tones, lexical tones and Gabor patches in Chinese dyslexic children. The results showed that for auditory anchoring ability with pure tones, the neural adaptation of early P1 component in the central region of Chinese dyslexic children was decreased, and the neural variability of P1 was increased compared with the CA control group. For speech anchoring ability with lexical tones, the neural adaptation of the early N1 component in the central region of the Chinese dyslexic children was reduced compared with the CA control group. For visual anchoring ability with Gabor patches, the neural adaptation of N1 component in the occipital region and P1 component in the left centralparietal region were reduced in Chinese children with dyslexia compared with the CA control group. Meanwhile, the visual anchoring neural adaptation of late P2 component in the right central-parietal region was increased in DD compared with the CA control group. For the first time, the same task paradigm was used to comprehensively and systematically investigate the perceptual anchoring abilities of DD with auditory, speech and visual stimuli. The main conclusions were as follows: (1) Chinese children with dyslexia have the domain-general auditory anchoring deficits, but do not show anchoring defect in the visual modality. Moreover, the basic auditory anchoring deficit is the inherent core deficit of dyslexia, and the speech anchoring deficit may be only the result of little reading experience in dyslexia. The perceptual anchoring deficit of Chinese dyslexic children may affect reading abilities by hindering phonological processing abilities. (2) The basic auditory anchoring deficit in Chinese children with dyslexia is due to the decrease of rapid neural adaptation and the increase of neural variability in the brain. The speech anchoring deficit is due to the weakened rapid neural adaptation. Besides, the anchoring ability in the visual modality in Chinese dyslexic children is both weakened and increased in rapid neural adaptation, and the increased neural adaptation in the right central-parietal region may compensate for the decreased neural adaptation defects in other regions. This study uses the same task paradigm to solve the controversial problems in the area of perceptual anchoring in dyslexia from the behavioral and neural levels. We found that Chinese children with dyslexia show auditory modality-specific and domaingeneral anchoring defects, revealing the neural mechanism behind perceptual anchoring defects. The study deepens the researchers' understanding of the etiology of dyslexia, providing a new behavioral and neurological index for the early diagnosis and screening of Chinese dyslexic individuals, and provides a new perspective for the intervention and training in dyslexic individuals. |
| 英文摘要 | 发展性阅读障碍是一种最常见的特殊学习困难，一直以来，语音加工缺陷被 认为是阅读障碍的核心缺陷，但是也有研究者提出语音缺陷来源于更基础的感知 觉加工缺陷。有研究者提出知觉锚定缺陷假设，认为阅读障碍源自于不能有效学 习利用重复刺激来促进知觉表现的提升。目前这一理论假设已经得到了一些研究 证据的支持，但是还存在一些问题没有解决。首先，阅读障碍的知觉锚定缺陷是 一种刺激一般还是言语特异的缺陷还存在争议。其次，知觉锚定缺陷是一种视、 听通道一般还是通道特异的缺陷尚不清楚。这些问题的原因主要来源于先前的研 究对不同刺激类型和感觉通道采用不同任务考察，无法排除不同任务中各种认知 因素的影响。本研究采用行为测查与脑电技术系统地解决了这两个问题。研究一 招募了 4-6 年级的汉语阅读障碍儿童、同年龄对照组儿童，以及 2-4 年级的同阅 读水平对照组儿童，采用心理物理学方法和相同的任务范式考察了他们对纯音、 言语和光栅刺激的知觉锚定能力。研究二招募了 4-6 年级的汉语阅读障碍儿童及 同年龄对照组儿童，采用脑电技术和相同的任务范式考察了他们对纯音、言语和 光栅刺激的知觉锚定能力。 研究一为行为研究，考察汉语阅读障碍儿童对纯音频率、言语基频和光栅空 间频率的锚定能力。研究采用二选一的区分任务，设置有参考和无参考两个条件， 测得个体的区分阈限/最小可觉差。结果发现，对于纯音刺激，汉语阅读障碍儿童 的听觉锚定能力显著差于同年龄对照组和同阅读水平对照组儿童；对于言语刺激， 汉语阅读障碍儿童的言语锚定能力显著差于同年龄对照组，但是与同阅读水平对 照组无显著差异；对于光栅刺激，汉语阅读障碍儿童的视觉锚定能力与同年龄对 照组和同阅读水平对照组儿童均不存在显著差异。进一步，相关和中介模型分析 发现，纯音或言语锚定能力可以通过影响语音加工能力进而影响阅读能力；同时， 仅阅读障碍组儿童的视觉锚定能力与阅读能力存在相关关系，两个正常发展组则 没有发现相关关系。 研究二为神经研究，考察汉语阅读障碍儿童对纯音频率、言语基频和光栅空 间频率锚定背后的神经活动。研究采用脑电技术，结果发现，对于纯音刺激，汉 语阅读障碍儿童在中央区早期 P1 成分的神经适应相比同年龄对照组减小，P1 成 分的神经变异相比同年龄对照组增大；对于言语刺激，汉语阅读障碍儿童在中央 区早期 N1 成分的神经适应相比同年龄对照组减小；对于光栅刺激，汉语阅读障 碍儿童在枕区早期 N1 成分和左侧中央顶区 P1 成分的神经适应相比同年龄对照 组减小，同时，阅读障碍的视觉锚定在右脑中央顶区晚期的 P2 成分表现出增大 的神经适应。 研究首次采用相同的任务范式同时对阅读障碍在纯音、言语和光栅刺激中的 知觉锚定能力进行了全面系统的考察，得到以下主要结论： （1）汉语阅读障碍儿童具有听觉通道刺激一般的知觉锚定缺陷，而没有表 现出视觉通道的锚定缺陷。此外，一般听觉锚定缺陷是阅读障碍内在固有的缺陷， 而言语锚定缺陷可能仅是阅读障碍阅读经验少的结果；知觉锚定缺陷可能通过阻 碍语音加工能力的发展进而影响阅读能力发展。 （2）汉语阅读障碍儿童的一般听觉锚定缺陷来源于大脑的快速神经适应减 弱和神经变异增大，言语锚定缺陷来源于快速神经适应减弱；此外，汉语阅读障 碍儿童在视觉通道的锚定能力同时存在大脑的快速神经适应减弱和增强，在右侧 中央顶区神经适应的增强可能弥补了在其他区域减弱的神经适应缺陷。 研究采用相同的任务范式从行为和神经层面解决了阅读障碍在知觉锚定领 域存在的争议问题，发现阅读障碍存在听觉通道特异的、刺激一般的锚定缺陷， 并揭示了知觉锚定缺陷背后的神经机制。研究加深了研究者们对阅读障碍的认识， 为未来汉语阅读障碍儿童的早期诊断与筛查提供了一个新的行为和神经指标，并 为未来阅读障碍个体的干预训练提供了新的视角。 |
| 语种 | 中文 |
| 源URL | [http://ir.psych.ac.cn/handle/311026/47991]  |
| 专题 | 心理研究所_认知与发展心理学研究室 |
| 推荐引用方式 GB/T 7714 | 李意真. 汉语发展性阅读障碍儿童的知觉锚定能力研究[D]. 中国科学院心理研究所. 中国科学院大学. 2024. |
入库方式： OAI收割
来源：心理研究所
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