无根则无果——听觉时间加工训练提升中文阅读障碍儿童的语音及阅读技能
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- 英文论文题名：No root no fruit:Auditory temporal processing training enhanced phonological and reading performance in Chinese children with developmental dyslexia
- 论文作者：张曼莉 ; 谢为伊 ; 孟祥芝
- 英文论文作者：Manli Zhang ; Weiyi Xie ; Xiangzhi Meng ; Department of Psychology ; Peking University ; Mental Health Education and Counseling Center ; Nanjing Normal University
- 年：2015
- 作者机构：北京大学心理学系;南京师范大学心理健康教育与咨询中心;
- 论文关键词：发展性阅读障碍 ; 知觉学习 ; 听觉时间加工
- 英文论文关键词：developmental dyslexia ; perceptual learning ; auditory temporal processing
- 会议召开时间：2015-10-16
- 会议录名称：第十八届全国心理学学术会议摘要集——心理学与社会发展
- 英文会议录名称：Proceedings of the 18th National Academic Congress of Psychology
- 语种：中文
- 分类号：B844.1
- 学会代码：ZGXG
- 会议名称：第十八届全国心理学学术会议
- 会议地点：中国天津
- 主办单位：中国心理学会
- 学会名称：中国心理学会
- 页数：2
- 文件大小：777k
- 原文格式：D
- 会议级别：全国
摘要
本研究利用"知觉学习"这样一种训练手段,来探索时间加工与阅读能力发展之间所存在的因果关系。30名8-12岁的中文发展性阅读障碍儿童,以及30名年龄和智力相匹配的典型发展儿童参与了本项研究。其中,具有阅读障碍的儿童被进一步分配到了"训练"与"非训练"组之中,分组方式随机,且两组儿童在各项认知和语言能力上的平均水平相当。实验采用听觉实时距辨别任务,要求被试在一对纯音刺激中选出持续时间较长的一个并做按键反应。各试次中刺激持续时长的差值按照2-down-1-up的形式进行阶梯型变化,以测量被试的66.7%差别阈限。为保证被试准确理解任务要求,在训练开始前施加了一个以恒定刺激法形式呈现的练习阶段,准确率达到80%以上方可进入正式训练。训练过程中不提供反馈,知觉学习以内隐方式进行。结果发现,在经过短短十天的自适应性训练之后,阅读障碍儿童的时间知觉敏感性得到了显著提高。更为重要的是,这种训练效应还对空时距辨别能力产生了近迁移,对包括音位删除、范畴知觉在内的语音加工,以及识字量、流畅性等阅读任务产生了远迁移,并且这些迁移效应在两个月后的追踪测查中仍然保持稳定。而另一方面,非训练组的障碍儿童则没有表现出任何时间知觉或阅读能力的改善。综上所述,本研究为阅读障碍的时间加工缺陷理论提供了有力证据,同时也为阅读困难者揭示了"知觉学习"这样一种新颖、有效的干预方式。
The current study investigated the causal relation between temporal processing and reading ability using a methodology of perceptual learning. Thirty 8- to 12-year-old Chinese children with developmental dyslexia and thirty age- and IQ-matched typically developed readers were recruited in our research. The dyslexic children were randomly assigned to two equivalent groups of training and non-training. We employed a pure tone duration judgment task as the auditory temporal perceptual training paradigm. The participants were instructed to decide which of the two tones lasted longer by pressing two separate buttons on the keyboard. In each trial, duration deltas altered in a 2-down-1-up staircase-like procedure, which resulted in a 66.7% convergence rate. In order to make sure that the children fully understood how to perform the task, a practice session using the method of constant stimulus was introduced before actual experiment. The participants could not move on to the formal task until they demonstrated an above 80% accuracy in practice. Without giving any feedback, perceptual learning occurs implicitly. The results revealed that after a self-adaptive training procedure of auditory duration discrimination, which lasted for only ten days, dyslexic children significantly increased their sensitivities in temporal perception. Crucially, the training effect not only generalized to interval judgment task, a parallel measure of temporal processing ability, but also to phonological tasks like phoneme deletion and categorical perception, and reading assessments like written vocabulary size and fluent comprehension. Furthermore, all of these transfer effects kept stable at a follow-up test two months after training, while the non-training group did not show any of those improvements. These findings further supported a core deficit of temporal processing in developmental dyslexia, and shed new light on perceptual learning as an efficient remediation for those with reading difficulties.
The current study investigated the causal relation between temporal processing and reading ability using a methodology of perceptual learning. Thirty 8- to 12-year-old Chinese children with developmental dyslexia and thirty age- and IQ-matched typically developed readers were recruited in our research. The dyslexic children were randomly assigned to two equivalent groups of training and non-training. We employed a pure tone duration judgment task as the auditory temporal perceptual training paradigm. The participants were instructed to decide which of the two tones lasted longer by pressing two separate buttons on the keyboard. In each trial, duration deltas altered in a 2-down-1-up staircase-like procedure, which resulted in a 66.7% convergence rate. In order to make sure that the children fully understood how to perform the task, a practice session using the method of constant stimulus was introduced before actual experiment. The participants could not move on to the formal task until they demonstrated an above 80% accuracy in practice. Without giving any feedback, perceptual learning occurs implicitly. The results revealed that after a self-adaptive training procedure of auditory duration discrimination, which lasted for only ten days, dyslexic children significantly increased their sensitivities in temporal perception. Crucially, the training effect not only generalized to interval judgment task, a parallel measure of temporal processing ability, but also to phonological tasks like phoneme deletion and categorical perception, and reading assessments like written vocabulary size and fluent comprehension. Furthermore, all of these transfer effects kept stable at a follow-up test two months after training, while the non-training group did not show any of those improvements. These findings further supported a core deficit of temporal processing in developmental dyslexia, and shed new light on perceptual learning as an efficient remediation for those with reading difficulties.
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