发展性阅读障碍的统计学习缺陷

Statistical Learning Deficits in Develoopmental Dyslexia

鉴于成功的阅读需要个体从阅读环境中提取规律和模式,研究者开始关注阅读障碍者是否存在统计学习缺陷。统计学习是个体无意识地从阅读环境中提取规律和模式的能力,是语言习得的基础之一。近年来的研究显示,阅读障碍者在行为和神经机制方面表现出统计学习缺陷。但目前关于统计学习缺陷与阅读障碍之间的关系尚存在争议。这种争议可能是由个体差异、模态和刺激类型、语言的正字法深度等因素造成的。未来的研究需要利用纵向研究和干预研究进一步探究阅读障碍的统计学习缺陷与阅读能力之间的因果关系,考察阅读障碍者在不同模态类型下的学习表现,以及厘清统计学习与注意系统和记忆系统的关系,最终构建阅读障碍的统计学习和阅读能力关系的模型。

Given that successful reading requires individuals to extract patterns and regularities from the reading environment,researchers have begun to pay increasing attention to whether dyslexics have statistical learning deficits.Statistical learning,the ability of individuals to unconsciously extract patterns and regularities from the reading environment,is one of the foundations of language acquisition.Recent studies indicate that dyslexics demonstrate deficits in statistical learning at both behavioral and neural levels.However,the relationship between statistical learning deficits and dyslexia remains controversial.This may be due to factors such as individual difference,modality and stimulus type,and orthographic depth of language.Future research needs to further investigate the causal relationship between statistical learning deficits and reading ability in dyslexia using longitudinal and intervention studies,examining the learning performance of dyslexics in different modality types,as well as clarifying the relationship between statistical learning and attentional and memory systems,and ultimately constructing a model of the relationship between statistical learning and reading ability in dyslexia.