本文選題：漢語(yǔ)閱讀障礙 + 言語(yǔ)工作記憶　； 參考：《陜西師范大學(xué)》2014年碩士論文

【摘要】：Baddeley工作記憶模型理論在閱讀障礙研究領(lǐng)域中占據(jù)著主導(dǎo)地位,該理論模型認(rèn)為,工作記憶是一個(gè)容量有限的系統(tǒng),負(fù)責(zé)信息的短時(shí)存儲(chǔ)和加工,它由四個(gè)子成分構(gòu)成：語(yǔ)音回路(言語(yǔ)工作記憶)、視空模板(視空間工作記憶)中央執(zhí)行系統(tǒng)和情景緩沖器。 拼音文字是表音文字,具有較強(qiáng)的形-音對(duì)應(yīng)規(guī)則,拼音文字的閱讀與語(yǔ)音加工密切相關(guān),對(duì)視覺(jué)加工需求低。以拼音文字為材料的研究中,較一致地認(rèn)為閱讀障礙存在言語(yǔ)工作記憶缺陷,但是對(duì)于閱讀障礙是否存在視空間工作記憶缺陷有很大的分歧。漢字是一種表意文字,形、聲、義相結(jié)合,沒(méi)有拼音文字強(qiáng)烈的形-音對(duì)應(yīng)規(guī)則,透明度低,字形復(fù)雜,需要很強(qiáng)的知覺(jué)空間知覺(jué)能力。同時(shí),在現(xiàn)代漢語(yǔ)中,有80%-90%的漢字為形聲字,對(duì)漢字聲旁信息檢索與語(yǔ)音加工有關(guān)。那么,漢語(yǔ)閱讀障礙是否也存在言語(yǔ)工作記憶缺陷和視空間工作記憶缺陷?言語(yǔ)工作記憶和視空間工作記憶都不是一個(gè)單一的整體資源,它們各自由不同的子系統(tǒng)構(gòu)成。言語(yǔ)工作記憶由語(yǔ)音存儲(chǔ)裝置和發(fā)音復(fù)述裝置構(gòu)成；視空間工作記憶由視覺(jué)客體工作記憶和視覺(jué)空間工作記憶構(gòu)成。本研究基于Baddeley工作記憶模型理論,致力于研究漢語(yǔ)閱讀障礙言語(yǔ)工作記憶和視空間工作記憶的功能特點(diǎn),對(duì)此進(jìn)行了三項(xiàng)實(shí)驗(yàn)研究： 實(shí)驗(yàn)一采用視覺(jué)押韻任務(wù),比較漢語(yǔ)閱讀障礙兒童與閱讀正常兒童啟動(dòng)發(fā)音復(fù)述機(jī)制上是否存在差異,從而考察漢語(yǔ)閱讀障礙兒童的言語(yǔ)工作記憶功能特點(diǎn)。以正確率和反應(yīng)時(shí)為指標(biāo),結(jié)果表明,在啟動(dòng)和非啟動(dòng)復(fù)述任務(wù)中閱讀障礙組的正確率顯著低于閱讀正常組,且反應(yīng)時(shí)顯著高于正常組；障礙組在啟動(dòng)和非啟動(dòng)任務(wù)中反應(yīng)時(shí)有所降低,但是正確率也顯著降低,說(shuō)明閱讀障礙兒童未能有效啟動(dòng)發(fā)音復(fù)述機(jī)制,閱讀障礙兒童言語(yǔ)工作記憶中的發(fā)音復(fù)述裝置存在缺陷。 實(shí)驗(yàn)二采用視覺(jué)圖形記憶任務(wù),比較漢語(yǔ)閱讀障礙兒童與閱讀正常兒童的視覺(jué)客體工作記憶是否存在差異,從而考察漢語(yǔ)閱讀障礙兒童的視覺(jué)客體工作記憶功能特點(diǎn)。研究發(fā)現(xiàn),閱讀障礙兒童的視覺(jué)客體工作記憶得分顯著低于正常組兒童,據(jù)此推斷,漢語(yǔ)閱讀障礙兒童的視覺(jué)客體工作記憶存在缺陷。 實(shí)驗(yàn)三采用Grossi廣度范式,比較漢語(yǔ)閱讀障礙兒童與閱讀正常兒童的視覺(jué)空間工作記憶是否存在差異,從而考察漢語(yǔ)閱讀障礙兒童的視覺(jué)空間工作記憶的功能特點(diǎn)。研究發(fā)現(xiàn),閱讀障礙兒童的視覺(jué)空間工作記憶得分顯著低于正常組兒童,據(jù)此推斷,漢語(yǔ)閱讀障礙兒童的視覺(jué)空間工作記憶存在缺陷。
[Abstract]:Baddeley's working memory model theory plays a leading role in the field of dyslexia. The model holds that working memory is a limited system, which is responsible for the short-term storage and processing of information. It consists of four sub-components: speech loop (speech working memory), visual spatial template (visual working memory) central executive system and scene buffer. Phonetic characters are phonetic characters with strong form-phonetic corresponding rules. The reading of phonetic characters is closely related to phonetic processing and the need for visual processing is low. In the study of phonetic characters, it is agreed that there is a speech working memory defect in reading disorder, but there is a great difference on whether there is a visual space working memory defect in reading disorder. Chinese characters are a combination of ideographic characters, shapes, sounds and meanings. There is no strong form-phonetic corresponding rules of phonetic characters. The transparency is low and the font shape is complex, which requires strong perceptual spatial perception ability. At the same time, in modern Chinese, 80% to 90% of Chinese characters are phonetic characters, and the retrieval of Chinese phonetic side information is related to phonological processing. So, does the Chinese reading disorder also have the defects of working memory in speech and working memory in visual space? Verbal working memory and visual spatial working memory are not a single whole resource, they are composed of different subsystems. Speech working memory is composed of speech storage device and pronunciation retelling device, visual space working memory is composed of visual object working memory and visual space working memory. Based on the working memory model theory of Baddeley, this study is devoted to studying the functional characteristics of working memory in Chinese dyslexic speech and working memory in visual space. In the first experiment, visual rhyming task was used to compare whether there were differences in the mechanism of starting pronunciation repetition between children with Chinese dyslexia and normal children, so as to investigate the characteristics of speech working memory function of children with Chinese dyslexia. The results showed that the correct rate of dyslexia group was significantly lower than that of normal group, and the response time was significantly higher than that of normal group. The response time of the dyslexic group was decreased in both priming and non-priming tasks, but the correct rate was also significantly decreased, indicating that the children with dyslexia could not effectively initiate the mechanism of pronunciation repetition. The phonetic retelling device in the speech working memory of children with dyslexia is defective. In the second experiment, the visual object working memory of Chinese dyslexic children was compared with that of normal children by using the task of visual graphics memory, and the functional characteristics of visual object working memory of Chinese dyslexic children were investigated. It was found that the working memory scores of visual objects in children with dyslexia were significantly lower than those in normal children. It was concluded that the working memory of visual objects in children with Chinese dyslexia was defective. In the third experiment, Grossi breadth paradigm was used to compare the difference of visual spatial working memory between children with Chinese dyslexia and normal children, so as to investigate the functional characteristics of visual spatial working memory of Chinese dyslexic children. It was found that the score of visual spatial working memory of children with reading disability was significantly lower than that of normal children. It was concluded that the visual spatial working memory of Chinese dyslexic children had defects.
【學(xué)位授予單位】：陜西師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2014
【分類(lèi)號(hào)】：B842.3

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