阅读障碍儿童的言语工作记忆缺陷

The deficit of verbal working memory in dyslexia children

目的探索阅读障碍儿童的言语工作记忆缺陷的特点。方法采用言语工作记忆的经典范式n—back任务对比17名正常儿童和15名阅读障碍儿童在3种更新难度下的记忆成绩（正确率）。结果在更新0次、1次和2次水平，阅读障碍儿童的记忆成绩正确率[（81．7±7．0）％，（70．8±12．0）％，（60．0±7．0）％]均显著低于正常儿童[（88．6±6．0）％，（83．5±7．0）％，（75．6±9．0）％，P〈0．01]，在更新效应（随着更新难度增加，工作记忆成绩下降的幅度上，阅读障碍儿童[（25．9±12．0）％]明显大于正常儿童[（14．2±12．0）％，P〈0．01]。结论更新0次的成绩落后表明了阅读障碍儿童在记忆的基础性加工上的缺陷，更大的更新效应说明阅读障碍儿童在言语工作记忆的执行加工，即更新操作上的明显缺陷。

Objective To explore the deficit features of verbal working memory of dyslexia children by comparing with normal children. Methods Seventeen normal children and fifteen dyslexia children finished the classic verbal n-back task which involved three memory updating difficulty levels. Results Dyslexia children （（81.7±7.0）%,（70.8±12.0）%,（60.0±7.0）%）performed worse than NC （（88.6±6.0）%,（83.5±7.0） % , （75.6 ±9.0） % ） in all memory updating levels （ n = 0,1,2） （P 〈 0.01 ）. In the performances related to memory updating operating, when the difficulty of the updating rised dyslexia children （25.9 ± 12.0）% revealed greater decline than normal children（ 14.2± 12.0） % （P〈 0.01 ）. Conclusion Dyslexia children demonstrate the deficit in the basic level of working memory,which was showed as the bad performance of n-back task in updating level zero, and also they had problems in memory updating,which was showed as the greater updating effect. Memory updating was regarded as the advanced procession of verbal working memory.