PERCEPTUAL, LINGUISTIC & COMPUTATIONAL BASES OF DYSLEXIA

感知、语言

• 批准号: 2655130
• 负责人: FRANK R MANIS
• 金额: $ 14.71万
• 依托单位: UNIVERSITY OF SOUTHERN CALIFORNIA
• 依托单位国家: 美国
• 财政年份: 1996
• 资助国家: 美国
• 起止时间: 1996-02-01 至 2000-01-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/2655130
• 关键词: behavioral /social science research tag; child behavior; clinical research; cognition; dyslexia; hearing; human subject; language development; longitudinal human study; middle childhood (6-11); neural information processing; neuropsychological tests; perception; psychomotor reaction time; speech recognition; spelling

This proposal describes research on the bases of developmental dyslexia, using behavioral studies of normal and impaired readers and computational modeling to identify factors that give rise to word processing deficits. There is considerable uncertainty regarding the bases of dyslexia; existing evidence implicates several factors including phonological, visual-perceptual, and auditory perceptual impairments. The proposal describes behavioral studies that will examine components of word reading skill with the goal of identifying determining whether different types of impairments contribute to the deficits in word level processing that are commonly observed in dyslexia. Word recognition is a complex skill drawing on several types of knowledge, processes, and cognitive capacities. Failures to acquire age-appropriate reading skills could derive from impairments in any of these areas. The theoretical framework provided by connectionist models is used as a basis for generating predictions concerning these different sources of dyslexic impairment. This framework has yielded explicit computational models of word processing. It also provides a powerful way to examine the bases of impaired behavior: they can be simulated by introducing various types of anomalies in a working model of normal performance. This permits us to identify different sources of reading impairment and generate predictions concerning their effects on the reading and related tasks used in the experimental studies. A four- year longitudinal study of dyslexic readers in grades 3-4 will be conducted using a large battery of measures to assess orthographic, phonological, visual- and auditory-perceptual and other components of reading. Comparison groups ~f normal readers matched on age and word recognition skill will also be followed for 4 years. The data will be used to generate subject profiles indicating deficit areas for each individual, and the stability and predictive validity of their behavioral profiles overtime will be assessed. Additional experiments examining key component skills in more depth will be conducted during off-months for the longitudinal study. These experiments will focus on (a) putative deficits in speech perception associated with dyslexia and (b) the effects of word- level variables (such as frcquency, spelling-sound regularity and imageability) on word and non-word naming among dyslexic and normal readers. The goal of the simulations is understand how specific impairments in the lexical system give rise to the typed of impaired behavior observed in experimental studies. The behavioral data will be related to connectionist models that simulate detailed aspects of normal and atypical development. The models' patterns of errors on different word types will be compared to the errors and reaction times of dyslexic children on these word types as a test of the validity of the theoretical model.

该建议描述了关于发育阅读障碍基础的研究， 使用正常和受损读者和计算的行为研究 建模以识别导致文字处理缺陷的因素。 阅读障碍的基础存在很大的不确定性。 现有证据暗示了包括语音学的几个因素， 视觉感知和听觉感知障碍。提案 描述将检查单词阅读组成部分的行为研究 技能的目标是确定确定是否不同类型的 障碍会导致单词级处理的缺陷 通常在阅读障碍中观察到。单词识别是一项复杂的技能图 在几种类型的知识，过程和认知能力上。 无法获得适合年龄的阅读技能的失败可能会源于 这些领域中的任何一个。由 连接主义模型被用作生成预测的基础 关于这些不同的阅读障碍来源。这个框架 已经产生了文字处理的明确计算模型。也是如此 提供了一种有力的方法来检查行为受损的基础：他们 可以通过在工作中引入各种异常来模拟 正常性能的模型。这使我们能够确定不同的来源 阅读障碍并产生有关其影响的预测 实验研究中使用的阅读及相关任务。一个四 3 - 4年级的阅读读者的纵向研究将是 使用大量措施评估拼字法进行， 语音，视觉和听觉感受和其他成分 阅读。比较组〜f普通读者的年龄和单词匹配 认可技能也将遵循4年。数据将使用 为了产生主题概况，指示每个人的赤字区域， 以及其行为概况的稳定性和预测有效性 将评估加班时间。检查关键组件的其他实验 在五个月期间，将进行更深入的技能 纵向研究。这些实验将重点放在（a）假定的赤字上 在与阅读障碍相关的语音感知中，（b）单词的影响 - 级别变量（例如频率，拼写规律性和 可成像性）关于阅读障碍和正常的单词和非单词命名 读者。模拟的目的是了解如何具体 词汇系统中的损伤引起了损害的键入 在实验研究中观察到的行为。行为数据将是 与连接派模型有关，这些模型模拟了正常的详细方面 和非典型发展。模型在不同单词上的错误模式 将类型与阅读障碍的错误和反应时间进行比较 这些单词类型的孩子作为理论有效性的测试 模型。