ISSN 1671-3710
CN 11-4766/R
主办:中国科学院心理研究所
出版:科学出版社

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动作视频游戏对发展性阅读障碍者阅读技能的影响及其内在机制

任筱宇1,赵婧2,毕鸿燕3   

  1. 1. 首都师范大学
    2. 首都师范大学心理学院
    3. 中国科学院心理研究所
  • 收稿日期:2020-06-09 修回日期:2020-10-19 出版日期:2020-12-12 发布日期:2020-12-12
  • 通讯作者: 毕鸿燕
  • 基金资助:
    国家自然科学基金面上项目

Effects of action video games on reading skills of developmental dyslexia and its internal mechanisms

  • Received:2020-06-09 Revised:2020-10-19 Online:2020-12-12 Published:2020-12-12

摘要: 发展性阅读障碍是一种在获得阅读技能方面的特殊困难,这种障碍会严重影响个体的发展,如何帮助发展性阅读障碍者改善其阅读技能是近年来研究的焦点。传统的干预方法主要针对发展性阅读障碍者的语音缺陷,这类方法存在一些问题,如费时费力、给阅读障碍者带来阅读压力等。近年来,大部分研究表明通过趣味性的动作视频游戏训练可以显著地提高发展性阅读障碍者的阅读技能,但是其背后的机制尚不明确。以往研究分别从视觉空间注意、注意跨通道转换、视觉运动加工等方面来解释这一过程的内在机制,本文在梳理前人观点的基础上尝试将这些解释统合到视觉大细胞通路缺陷理论当中。未来的研究可以在视觉大细胞通路缺陷理论的框架下,深入分析动作视频游戏改善阅读的内在机制,并尝试开发更适合发展性阅读障碍者的干预程序。

Abstract: Developmental dyslexia is a specific disorder in reading acquisition, which will hinder the development of individuals. Many researchers focused on how to help the dyslexics to improve their reading skills. Traditional intervention methods are mainly based on phonological deficit of dyslexia, in which there are still some problems required to be solved such as consuming considerable time and labors in intervention implementation, and reading materials putting pressures on the dyslexic readers. In recent years, most of the relevant studies have indicated that an intriguing way of action video game intervention can significantly improve the dyslexics’ reading abilities, but its underlying mechanism remains unclear. Previous studies have explained these internal mechanisms from the aspects of visual spatial attention, cross-sensory attention shifting and visual motor processing. This article intends to integrate these explanations into the framework of the visual magnocellular deficit theory. Based on this theory framework, future research can further examine the internal mechanisms regarding the positive influence of playing action video games on reading skills, and can develop relevant intervention programs which are more suitable for the dyslexic readers.