Bases of Normal and Disordered Reading

正常阅读和无序阅读的基础

• 批准号: 6727575
• 负责人: FRANK R MANIS
• 金额: $ 31.41万
• 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 2007-03-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/6727575
• 关键词: behavior test; behavioral /social science research tag; brain imaging /visualization /scanning; child behavior; clinical research; cognition; computational neuroscience; dyslexia; functional magnetic resonance imaging; human subject; language disorders; longitudinal human study; middle childhood (6-11); neural information processing; neuropsychological tests; phonology; psychomotor reaction time; reading disorder; speech disorders; speech recognition; visual perception

DESCRIPTION (provided by applicant): This proposal is a competing continuation of a previous grant, "Perceptual, linguistic, and computational bases of dyslexia." The focus of our research was on using a connectionist model of reading to frame empirical studies of reading acquisition and dyslexia, with an emphasis on identifying subtypes associated with different underlying impairments. During the previous granting period, we conducted a longitudinal study of reading acquisition and dyslexia and behavioral experiments concerning speech perception, spelling, and learning targeted at identifying possible causes of dyslexia. We also completed a major extension of the Seidenberg and McClelland (1980) model to developmental dyslexia and implemented a model of the computation of word meaning from print. The behavioral research suggests that there are phonological and non-phonological bases for dyslexia which produce different behavioral profiles that are stable over time. Overt speech recognition deficits were only observed in a subset of phonological dyslexics with broader language impairments. Thus the studies suggest that phonological impairments can be severe enough to impact reading negatively but leave speech perception unaffected. In the next granting period we propose to conduct new experiments focused on the nature of the impairments in phonology, speech and visual perception that have been observed in dyslexics, the effects of these impairments on reading behavior, and whether different brain activation patterns underlie different subtypes. The research program involves using behavioral experimentation, computational modeling, and neuroimaging techniques to develop a unified account of normal and disordered reading. The studies are likely to yield advances with regard to theories of reading, the bases of reading impairments, basic aspects of normal and disordered speech and visual perception, and the brain bases of reading ability and disability.

描述（由申请人提供）：该提案是一个竞争性的延续 之前的资助，“感知、语言和计算基础 阅读障碍。”我们研究的重点是使用联结主义模型 阅读框架对阅读习得和阅读障碍的实证研究， 强调识别与不同基础相关的亚型 损伤。在上一个授权期间，我们进行了纵向 阅读习得和阅读障碍的研究以及有关的行为实验 语音感知、拼写和学习旨在识别可能的 阅读障碍的原因。我们还完成了 Seidenberg 和 McClelland (1980) 建立了发展性阅读障碍模型，并实施了一个模型 从印刷体中计算单词含义。行为研究表明 阅读障碍有语音和非语音基础 产生随时间稳定的不同行为特征。公开言论 仅在语音阅读障碍的一部分中观察到识别缺陷 具有更广泛的语言障碍。因此，研究表明，语音 障碍可能严重到对阅读产生负面影响，但会留下言语 感知不受影响。在下一个拨款期内，我们建议进行新的 实验的重点是语音、言语和语言障碍的本质 在阅读障碍者中观察到的视觉感知，这些影响 阅读行为的障碍，以及不同的大脑激活是否 模式是不同亚型的基础。该研究计划涉及使用 行为实验、计算模型和神经影像技术 制定正常阅读和无序阅读的统一说明。这些研究是 可能会在阅读理论方面取得进展，阅读理论是阅读的基础 阅读障碍、正常和障碍言语和视觉的基本方面 感知、阅读能力和残疾的大脑基础。