发展性阅读障碍视听时间整合缺陷可能的机制：视听时间再校准能力受损

发展性阅读障碍的本质一直是研究者争论的焦点。大量研究发现, 阅读障碍者具有视听时间整合缺陷。然而, 这些研究仅考察了阅读障碍者视听时间整合加工的整体表现, 也就是平均水平的表现, 却对整合加工的变化过程缺乏探讨。视听时间再校准反映了视听时间整合的动态加工过程, 对内部时间表征与感觉输入之间差异的再校准困难则会导致多感觉整合受损, 而阅读障碍者的再校准相关能力存在缺陷。因此, 视听时间再校准能力受损可能是发展性阅读障碍视听时间整合缺陷的根本原因。未来的研究需要进一步考察发展性阅读障碍者视听时间再校准能力的具体表现, 以及这些表现背后的认知神经机制。     

汉语发展性阅读障碍儿童心理机制的初步研究

本研究采用真假字判断与同音判断任务考察了汉语发展性阅读障碍儿童的心理机制。结果显示,对于真假字判断任务,阅读障碍儿童与正常儿童没有显著差异,而在同音判断任务中表现出了显著差异。本研究说明汉语阅读障碍儿童在整体字形表征方面是正常的,同时还支持了阅读障碍为语音表征缺陷的观点。     

空格减少汉语发展性阅读障碍儿童的视觉拥挤效应：来自眼动的证据

使用眼动仪记录汉语发展性阅读障碍儿童、正常年龄匹配和能力匹配儿童阅读插入空格文本时的眼动,考察在字、词以及非词间插入空格呈现文本对汉语发展性阅读障碍儿童阅读加工过程的影响。结果发现,阅读障碍儿童在字间空格条件下平均注视时间减少的程度大于正常儿童,注视次数在字间和词间空格条件下未见显著增加,能力匹配儿童的注视次数在这两种空格条件下却显著增加。结果说明,在字间和词间插入空格能够减少儿童的平均阅读时间,且字间空格文本呈现显著地提高了其阅读效率,说明空格对汉语阅读障碍儿童具有促进作用,这种促进主要是由于空格减少了其视觉拥挤效应所致。     

孤独症谱系障碍者的视听时间整合

视听时间整合是指个体对一定时间间隔内输入的视听刺激进行表征的过程,是视听整合的重要机制。孤独症谱系障碍者的视听时间整合存在缺陷,主要表现为4个方面:视听时间整合窗口较正常个体更宽、更对称;快速视听时间再校准能力不足;听觉时间线索对其视觉搜索促进作用弱;言语刺激的视听时序知觉敏感性低。目前使用的研究任务多样,如声音诱发闪光错觉和"pip-pop"任务从内隐角度探究视听整合中的时间机制,同时性判断、时序判断和优先注视任务主要用于跨通道时序知觉的研究。相关理论从神经加工异常、先验经验不足和视听通道的相互作用等角度解释了其缺陷。未来需要进一步提高研究生态效度,整合理论解释,精确量化诊断指标,同时开发有实效的干预策略。     

汉语发展性阅读障碍儿童的不同视野注意能力

以某城市小学三至五年级的学生为研究对象,筛选出发展性阅读障碍和同年龄对照组两组儿童,采用不同视角的刺激探测任务初步探查了汉语发展性阅读障碍儿童的不同视野注意能力及特点。研究使用圆点、数字和汉字三种刺激类型并设置了3°,12°,17°三种视角条件。结果发现,在数字和汉字条件下,汉语发展性阅读障碍儿童对刺激探测的反应时显著长于同年龄对照组儿童,说明在加工复杂刺激时,汉语发展性阅读障碍儿童可能存在知觉加工迟缓的缺陷。但是,汉语发展性阅读障碍儿童并没有表现出扩散的视觉空间注意模式,即更多地注意外侧视野的信息。汉语发展性阅读障碍儿童的视觉空间注意模式与正常儿童相似,表现为随着视角的增加,正确率降低,反应时延长。     

4～6年级小学生发展性阅读障碍的异质性研究

通过比较阅读障碍儿童和正常儿童在语音意识、语素意识、语音通达(语音判断)和语义通达(语义相关判断)等任务中的表现,考察阅读障碍内部的异质性以及汉语阅读障碍儿童缺陷的主要类型。结果表明,影响儿童阅读的因素包括语音、语素和词典通达等。阅读障碍儿童内部存在一定的异质性。而从汉语的本身特点和语素与各测验之间的关系来看,汉语的语素缺陷可能成为阅读困难的重要原因之一。     

发展性阅读障碍的视觉拥挤效应

发展性阅读障碍的核心缺陷一直是研究者关注的焦点。近年来,国内外大量研究发现视觉加工缺陷可能是导致阅读障碍的一个重要原因,其中视觉拥挤效应与阅读障碍密切相关。本文将回顾视觉拥挤效应的概念及其理论基础、拼音文字和汉语阅读障碍者视觉拥挤效应的相关研究,提出汉语阅读障碍视觉拥挤效应研究的未来发展方向,以便更好地了解汉语阅读障碍与视觉拥挤效应之间的关系。     

发展性阅读障碍的视觉拥挤效应

发展性阅读障碍的核心缺陷一直是研究者关注的焦点。近年来,国内外大量研究发现视觉加工缺陷可能是导致阅读障碍的一个重要原因,其中视觉拥挤效应与阅读障碍密切相关。本文将回顾视觉拥挤效应的概念及其理论基础、拼音文字和汉语阅读障碍者视觉拥挤效应的相关研究,提出汉语阅读障碍视觉拥挤效应研究的未来发展方向,以便更好地了解汉语阅读障碍与视觉拥挤效应之间的关系。     

汉语发展性阅读障碍儿童的视知觉学习*

研究采用知觉学习经典范式中的视觉搜索任务探讨汉语发展性阅读障碍儿童的知觉学习过程。研究考察了阅读障碍儿童与正常儿童在简单搜索任务、复杂搜索任务和限制时间的复杂搜索任务上的知觉学习特点。结果发现,阅读障碍儿童在复杂搜索任务中初始搜索时间显著长于正常控制组;在限制时间的复杂搜索任务中更进一步发现阅读障碍儿童的反应正确率显著低于正常控制组儿童;而且两组儿童视觉搜索任务的正确率与汉语阅读的识字量成绩存在显著相关。上述结果表明,汉语发展性阅读障碍儿童存在复杂搜索的知觉学习缺陷,这种缺陷可能在某种程度上与儿童的阅读技能发展有关。     

小学汉语阅读障碍儿童的PASS认知加工特点

本研究以智力的PASS认知模型为基础,考察汉语阅读障碍儿童的PASS认知缺陷模式。研究采用DN:CAS认知评估系统,并结合统计分析对33名汉语发展性阅读障碍儿童的PASS认知加工缺陷进行了分析。结果表明,汉语发展性阅读障碍儿童存在不止一种的PASS认知加工缺陷,可能在计划、注意、同时性和继时性加工的一个或几个方面出现了困难。继时性加工缺陷是汉语阅读障碍儿童的主要特征,与英语阅读障碍的研究相一致。此外,汉语阅读障碍儿童在表达性注意、言语-空间关系和继时性加工上的成绩差于生理年龄匹配组,仅达到阅读水平匹配组水平,这些的不足可能是由于发展迟滞所致。     

阅读障碍儿童的形音捆绑缺陷及其脑神经机制

形音捆绑缺陷研究是国内外阅读障碍研究领域的一个新方向。本文阐述了形音捆绑加工的理论与定义,综述了国内外研究者经常采用的三种形音捆绑的研究范式:配对联想学习、变化检测范式和线索回忆任务,介绍并分析了各研究范式的优缺点、适用范围及主要研究发现。同时,综述与评价了国内外有关阅读障碍形音捆绑缺陷的脑机制研究的主要结论及不足。最后,本文讨论了现有研究在实验设计和理论上的贡献与不足,提出了今后的研究方向和改进建议。     

The role of audiovisual asynchrony in person recognition

Audiovisual integration (AVI) has been demonstrated to play a major role in speech comprehension. Previous research suggests that AVI in speech comprehension tolerates a temporal window of audiovisual asynchrony. However, few studies have employed audiovisual presentation to investigate AVI in person recognition. Here, participants completed an audiovisual voice familiarity task in which the synchrony of the auditory and visual stimuli was manipulated, and in which visual speaker identity could be corresponding or noncorresponding to the voice. Recognition of personally familiar voices systematically improved when corresponding visual speakers were presented near synchrony or with slight auditory lag. Moreover, when faces of different familiarity were presented with a voice, recognition accuracy suffered at near synchrony to slight auditory lag only. These results provide the first evidence for a temporal window for AVI in person recognition between approximately 100 ms auditory lead and 300 ms auditory lag.     

Can a temporal processing deficit account for dyslexia?

In this comment, we argue that although Farmer and Klein (1995) have provided a valuable review relating deficits in nonreading tasks and dyslexia, their basic claim that a “temporal processing deficit” is one possible cause of dyslexia is somewhat vague. We argue that “temporal processing deficit” is never clearly defined. Furthermore, we question some of their assumptions concerning an auditory temporal processing deficit related to dyslexia, and we present arguments and data that seem inconsistent with their claims regarding how a visual temporal processing deficit would manifest itself in dyslexic readers. While we agree that some dyslexics have visual problems, we conclude that problems with reading caused by the visual mechanisms that Farmer and Klein postulate are quite rare.     

Speed of processing of the visual-orthographic and auditory-phonological systems in adult dyslexics: the contribution of "asynchrony" to word recognition deficits

This study investigated whether "asynchrony" in speed of processing (SOP) between the visual-orthographic and auditory-phonological modalities contributes to word recognition deficits among adult dyslexics. Male university students with a history of diagnosed dyslexia were compared to age-matched normal readers on a variety of experimental measures while event-related potentials and reaction time data were collected. Measures were designed to evaluate auditory and visual processing for non-linguistic (tones and shapes) and linguistic (phonemes and graphemes) low-level stimuli as well as higher-level orthographic and phonological processing (in a lexical decision task). Data indicated that adult dyslexic readers had significantly slower reaction times and longer P300 latencies than control readers in most of the experimental tasks and delayed P200 latencies for the lexical decision task. Moreover, adult dyslexics revealed a systematic SOP gap in P300 latency between the auditory/phonological and visual/orthographic processing measures. Our data support and extend previous work that found SOP asynchrony to be an underlying factor of childhood dyslexia. The present data suggests, however, that among adult dyslexics the between modalities asynchrony occurs at later processing stages than in children.     

Assessing crossmodal matching of abstract auditory and visual stimuli in posterior superior temporal sulcus with MEG

Associating crossmodal auditory and visual stimuli is an important component of perception, with the posterior superior temporal sulcus (pSTS) hypothesized to support this. However, recent evidence has argued that the pSTS serves to associate two stimuli irrespective of modality. To examine the contribution of pSTS to crossmodal recognition, participants (N = 13) learned 12 abstract, non-linguistic pairs of stimuli over 3 weeks. These paired associates comprised four types: auditory–visual (AV), auditory–auditory (AA), visual–auditory (VA), and visual–visual (VV). At week four, participants were scanned using magnetoencephalography (MEG) while performing a correct/incorrect judgment on pairs of items. Using an implementation of synthetic aperture magnetometry that computes real statistics across trials (SAMspm), we directly contrasted crossmodal (AV and VA) with unimodal (AA and VV) pairs from stimulus-onset to 2 s in theta (4–8 Hz), alpha (9–15 Hz), beta (16–30 Hz), and gamma (31–50 Hz) frequencies. We found pSTS showed greater desynchronization in the beta frequency for crossmodal compared with unimodal trials, suggesting greater activity during the crossmodal pairs, which was not influenced by congruency of the paired stimuli. Using a sliding window SAM analysis, we found the timing of this difference began in a window from 250 to 750 ms after stimulus-onset. Further, when we directly contrasted all sub-types of paired associates from stimulus-onset to 2 s, we found that pSTS seemed to respond to dynamic, auditory stimuli, rather than crossmodal stimuli per se. These findings support an early role for pSTS in the processing of dynamic, auditory stimuli, and do not support claims that pSTS is responsible for associating two stimuli irrespective of their modality.     

面孔表情和声音情绪信息整合对返回抑制的影响

返回抑制(inhibition of return, IOR)与情绪刺激都具有引导注意偏向、提高搜索效率的特点, 但二者间是否存在一定的交互作用迄今为止尚不明确。研究采用“线索-目标”范式并在视听双通道呈现情绪刺激来考察情绪刺激的加工与IOR的交互作用。实验1中情绪刺激以单通道视觉面孔或一致的视听双通道呈现, 实验2通过在视听通道呈现不一致的情绪刺激进一步考察视听双通道情绪一致刺激对IOR的影响是否是由听觉通道一致的情绪刺激导致的, 即是否对听觉通道的情绪刺激进行了加工。结果发现, 视听双通道情绪一致刺激能够削弱IOR, 但情绪不一致刺激与IOR之间不存在交互作用, 并且单双通道的IOR不存在显著差异。研究结果表明仅在视听双通道呈现情绪一致刺激时, 才会影响同一阶段的IOR, 这进一步支持了IOR的知觉抑制理论。     

发展性阅读障碍的听觉时间加工缺陷

发展性阅读障碍是指个体在智力正常并且不缺乏学校教育的情况下, 仍无法获得与年龄相匹配的阅读技能的一种学习障碍, 其缺陷的本质一直是研究者争论的焦点。大量研究显示, 阅读障碍者常表现出听觉时间加工损伤。在行为层面, 阅读障碍者难以辨别快速、连续呈现刺激的顺序以及刺激本身的动态时间特征。在神经层面, 阅读障碍者诱发的失匹配负波更弱且具有异常的神经同步加工。这些损伤同时存在于对言语和非言语刺激的加工中, 表明听觉时间加工缺陷非言语加工所特有。未来的研究还需阐明以下几个问题：1)阅读障碍的听觉时间加工缺陷发生在哪些时间窗口, 随年龄增长如何变化; 2)阅读障碍听觉时间加工缺陷在神经层面的时间进程是怎样的; 3)听觉时间加工缺陷是否为阅读障碍的核心缺陷。     

Twice upon a time: multiple concurrent temporal recalibrations of audiovisual speech

Audiovisual timing perception can recalibrate following prolonged exposure to asynchronous auditory and visual inputs. It has been suggested that this might contribute to achieving perceptual synchrony for auditory and visual signals despite differences in physical and neural signal times for sight and sound. However, given that people can be concurrently exposed to multiple audiovisual stimuli with variable neural signal times, a mechanism that recalibrates all audiovisual timing percepts to a single timing relationship could be dysfunctional. In the experiments reported here, we showed that audiovisual temporal recalibration can be specific for particular audiovisual pairings. Participants were shown alternating movies of male and female actors containing positive and negative temporal asynchronies between the auditory and visual streams. We found that audiovisual synchrony estimates for each actor were shifted toward the preceding audiovisual timing relationship for that actor and that such temporal recalibrations occurred in positive and negative directions concurrently. Our results show that humans can form multiple concurrent estimates of appropriate timing for audiovisual synchrony.     

The evidence for a temporal processing deficit linked to dyslexia: A review

The existence of a phonemic deficit that is predictive of, and probably causal to, many cases of reading difficulty is well established. Tallal (1984) has suggested that this phonemic deficit is in fact a symptom of an underlying auditory temporal processing deficit. Our purpose in this paper is to evaluate the plausibility of this hypothesis. The various components that might constitute sequential (or temporal) processing are described. Our review of the literature reveals considerable evidence for a deficit in dyslexics in stimulus individuation tasks (e.g., gap detection) and temporal order judgments in both the auditory and visual modalities. The possibility that a general temporal processing deficit is associated with dyslexia, as suggested by Tallal (1984), is explored, and possible etiologies for such a deficit are discussed. The possibility of a causal link between temporal processing deficits and some reading disabilities is demonstrated, and converging evidence from morphological studies is reviewed. It is concluded that a temporal processing deficit does appear to be present in many developmental dyslexics, and strategies are suggested for further research aimed at evaluating the hypothesis that this deficit may be the root cause of a number of cases of dyslexia itself.