汉语发展性阅读障碍儿童的形音整合能力：字形和字音的相互影响

doi:10.3724/SP.J.1041.2024.01751

摘要/Abstract

摘要：

目的是探查汉语发展性阅读障碍者在形音整合过程中, 字形和字音的相互影响是否存在异常。实验1以30名汉语发展性阅读障碍儿童, 29名同年龄对照组儿童为被试, 使用视听跨通道的字形判断任务, 结果发现一致语音对字形加工表现出显著的促进作用, 语音对字形加工的影响不存在显著的组间差异。实验2以32名汉语发展性阅读障碍儿童, 32名同年龄对照组儿童为被试, 使用视听跨通道的语音判断任务, 结果发现一致字形对语音加工表现出显著的促进作用, 不一致字形对语音加工表现出显著的抑制作用。同年龄对照组字形对语音加工的影响显著大于发展性阅读障碍组。以上的结果说明, 汉语发展性阅读障碍儿童在形−音整合中字形对语音加工的影响上存在异常, 但语音对字形加工的影响不存在异常。

关键词: 发展性阅读障碍, 视听整合, 字形, 字音

Abstract:

Previous studies have revealed that individuals with developmental dyslexia (DD) experienced an orthography-phonology integration deficit. Using functional magnetic resonance imaging, researchers have observed hypoactivation in the superior temporal area when individuals with DD performed an orthography-phonology integration task. Additionally, individuals with DD exhibited a delayed and reduced mismatch negative wave in an audiovisual oddball paradigm when using event-related potentials. However, some studies have found no significant differences between normal readers and DD readers when making decisions about a phoneme preceded by a grapheme. These controversial results may be attributed to the varying manifestations of the mutual influence between orthography and phonology during orthography-phonology integration in DD. Nevertheless, there is a lack of comprehensive research on this topic. The present study aims to explore the mutual influences between orthography and phonology during orthography-phonology integration in Chinese children with DD.

Two experiments were designed to separately investigate the mutual influence between orthography and phonology during orthography-phonology integration in individuals with DD. In Experiment 1, we explored the influence of phonology on orthographic processing. 30 children with DD and 29 age-matched (CA) children participated in Experiment 1. Participants were asked to decide whether a grapheme was real or one invented for the purposes of this study. Each grapheme was accompanied by the presentation of a phoneme, which was either congruent or incongruent with the grapheme. This experiment also included a baseline condition in which only a grapheme was presented. In Experiment 2, we examined the influence of orthography on phonological processing. 32 children with DD and 32 CA children participated in Experiment 2. Participants were asked to decide whether a phoneme was real or invented. Each phoneme was presented with either a congruent or incongruent grapheme. This experiment also included a baseline condition in which only a phoneme was presented.

The results of Experiment 1 revealed a facilitating effect in the congruent condition compared to the grapheme only condition, but no inhibitory effect was observed in the incongruent condition. Furthermore, no significant group difference was found in the influence of phonology on orthography after controlling for the effect of the only grapheme condition. These findings indicate that Chinese children with DD do not exhibit a deficit in the influence of phonology on orthography during orthography-phonology integration. In Experiment 2, a facilitating effect was observed in the congruent condition and an inhibitory effect was observed in the incongruent condition compared to the only phoneme condition. These effects were significantly lower in children with DD than in CA children. These results indicate that Chinese children with DD exhibit a deficit in the influence of orthography on phonology after controlling for the effect of the only phoneme condition. The collective findings from Experiment 1 and Experiment 2 suggest that Chinese children with DD only exhibit a deficit in the influence of orthography on phonology when integrating a phoneme and a grapheme, while the influence of phonology on orthographical processing remains intact.

In conclusion, the present research provides insights into the mechanism of dyslexics' deficit in orthography-phonology integration. Notably, this study revealed that this deficit primarily manifests in the influence of orthography on phonological processing. These findings suggest that the orthography-phonology integration deficit in Chinese children with DD may be attributed to an impaired effect of graphemes on phonological processing.

Key words: developmental dyslexia, audiovisual integration, orthography, phonology

中图分类号:

B842
B844

刘梦连, 杨滢晖, 赵一帆, 毕鸿燕. (2024). 汉语发展性阅读障碍儿童的形音整合能力：字形和字音的相互影响. 心理学报, 56(12), 1751-1760.

LIU Menglian, YANG Yinghui, ZHAO Yifan, BI Hongyan. (2024). Orthography-phonology integration of Chinese children with developmental dyslexia: The mutual influence of orthography and phonology. Acta Psychologica Sinica, 56(12), 1751-1760.

图/表 8

参考文献 27

[1]	Beech, J. R. (2002). Individual differences in mature readers in reading, spelling, and grapheme-phoneme conversion. Current Psychology, 21(2), 121-132.
[2]	Blau, V., Reithler, J., van Atteveldt, N, Seitz, J., Gerretsen, P., Goebel, R., & Blomert, L. (2010). Deviant processing of letters and speech sounds as proximate cause of reading failure: A functional magnetic resonance imaging study of dyslexic children. Brain, 133(3), 868-879.
[3]	Blau, V., van Atteveldt, N., Ekkebus, M., Goebel, R., & Blomert, L. (2009). Reduced neural integration of letters and speech sounds links phonological and reading deficits in adult dyslexia. Current Biology, 19(6), 503-508. doi: 10.1016/j.cub.2009.01.065 pmid: 19285401
[4]	Blomert, L. (2011). The neural signature of orthographic- phonological binding in successful and failing reading development. Neuroimage, 57(3), 695-703. doi: 10.1016/j.neuroimage.2010.11.003 pmid: 21056673
[5]	Chung, K. K. H., McBride-Chang, C., Wong, S. W. L., Cheung, H., Penney, T. B., & Ho, C. S. H. (2008). The role of visual and auditory temporal processing for Chinese children with developmental dyslexia. Annals of Dyslexia, 58, 15-35. doi: 10.1007/s11881-008-0015-4 pmid: 18483866
[6]	Clayton, F. J., & Hulme, C. (2018). Automatic activation of sounds by letters occurs early in development but is not impaired in children with dyslexia. Scientific Studies of Reading, 22(2), 137-151.
[7]	Colavita, F. B. (1974). Human sensory dominance. Perception & Psychophysics, 16(2), 409-412.
[8]	Evans, K. K. (2020). The role of selective attention in cross- modal interactions between auditory and visual features. Cognition, 196, Article 104119. https://doi.org/10.1016/j.cognition.2019.104119
[9]	Faul, F., Erdfelder, E., Lang, A. G., & Buchner, A. (2007). Gpower 3: A flexible statistical power analysis program for the social, behavioral, and biomedical sciences. Behavior Research Methods*, 39(2), 175-191. doi: 10.3758/bf03193146 pmid: 17695343
[10]	Francisco, A. A., Jesse, A., Groen, M. A., & McQueen, J. M. (2017). A general audiovisual temporal processing deficit in adult readers with dyslexia. Journal of Speech Language and Hearing Research, 60(1), 144-158.
[11]	Froyen, D., Willems, G., & Blomert, L. (2011). Evidence for a specific cross-modal association deficit in dyslexia: An electrophysiological study of letter-speech sound processing. Developmetal Science, 14(4), 635-648.
[12]	Hairston, W. D., Burdette, J. H., Flowers, D. L., Wood, F. B., & Wallace, M. T. (2005). Altered temporal profile of visual-auditory multisensory interactions in dyslexia. Experimental Brain Research, 166(3-4), 474-480. doi: 10.1007/s00221-005-2387-6 pmid: 16028030
[13]	Kast, M., Bezzola, L., Jäncke, L., & Meyer, M. (2011). Multi- and unisensory decoding of words and nonwords result in differential brain responses in dyslexic and nondyslexic adults. Brain and Language, 119(3), 136-148. doi: 10.1016/j.bandl.2011.04.002 pmid: 21641022
[14]	Koelewijn, T., Bronkhorst, A. W., & Theeuwes, J. (2010). Attention and the multiple stages of multisensory integration: A review of audiovisual studies. Acta Psychologica, 134(3), 372-384. doi: 10.1016/j.actpsy.2010.03.010 pmid: 20427031
[15]	Kronschnabel, J., Brem, S., Maurer, U., & Brandeis, D. (2014). The level of audiovisual print-speech integration deficits in dyslexia. Neuropsychologia, 62, 245-261. doi: 10.1016/j.neuropsychologia.2014.07.024 pmid: 25084224
[16]	Law, J. M., De Vos, A., Vanderauwera, J., Wouters, J., Ghesquiere, P., & Vandermosten, M. (2018). Grapheme- phoneme learning in an unknown orthography: A study in typical reading and dyslexic children. Frontiers in Psychology, 9, Article 1393. https://doi.org/10.3389/fpsyg.2018.01393
[17]	Li, D., Hu, K. D., Chen, J. P., Jin, Y., & Li, M. (1988). Report of Combined Raven Test (CRT) in Shanghai urban area. Journal of Psychological Science, 4(7), 29-33.
	[李丹, 胡克定, 陈国鹏, 金瑜, 李眉. (1988). 瑞文测验联合型(CRT)上海市区试测报告. 心理科学通讯, 4(7), 29-33.]
[18]	Lu, W. (2001). The disagreement on number (quantity) and composition distribution of modern Chinese syllables. Language Teaching and Linguistic Studies, (6), 28-34.
	[卢偓. (2001). 现代汉语音节的数量与构成分布. 语言教学与研究, (6), 28-34.]
[19]	Lyon, G. R., Shaywitz, S. E., & Shaywitz, B. A. (2003). A definition of dyslexia. Annals of Dyslexia, 53(1), 1-14.
[20]	Macoir, J., Fossard, M., Saint-Pierre, M., & Auclair-Ouellet, N. (2012). Phonological or procedural dyslexia: Specific deficit of complex grapheme-to-phoneme conversion. Journal of Neurolinguistics, 25(3), 163-177.
[21]	Mittag, M., Thesleff, P., Laasonen, M., & Kujala, T. (2013). The neurophysiological basis of the integration of written and heard syllables in dyslexic adults. Clinical Neurophysiology, 124(2), 315-326. doi: 10.1016/j.clinph.2012.08.003 pmid: 22939780
[22]	Nash, H. M., Gooch, D., Hulme, C., Mahajan, Y., McArthur, G., Steinmetzger, K., & Snowling, M. J. (2016). Are the literacy difficulties that characterize developmental dyslexia associated with a failure to integrate letters and speech sounds? Developmental Science, 20(4), Article e12423. https://doi.org/10.1111/desc.12423
[23]	Qian, Y., & Bi, H. Y. (2014). The visual magnocellular deficit in Chinese-speaking children with developmental dyslexia. Frontiers in Psychology, 5, Article 692. https://doi.org/10.3389/fpsyg.2014.00692
[24]	Shaywitz, S. M. D. (2019). Overcoming dyslexia. (Liu et al., Trans.). Random House Inc. (Original work publish 2003).
	[萨利·施维茨. (2019). 聪明的笨小孩. (刘丽等译). 北京: 北京师范大学出版社.]
[25]	Wang, X. L., & Tao, B. P. (1996). Chinese character recognition test battery and assessment scale for primary school children. Shanghai, China: Shanghai Education Press.
	[王孝玲, 陶保平. (1996). 小学生识字量测试题库及评价量表. 上海: 上海教育出版社.]
[26]	Wimmer, H., & Mayringer, H. (2002). Dysfluent reading in the absence of spelling difficulties: A specific disability in regular orthographies. Journal of Educational Psychology, 94(2), 272-277.
[27]	Yang, Y., Yang, Y. H., Li, J. J., Xu, M., & Bi, H. Y. (2020). An audiovisual integration deficit underlies reading failure in nontransparent writing systems: An fMRI study of Chinese children with dyslexia. Journal of Neurolinguistics, 54, Article 100884. https://doi.org/10.1016/j.jneuroling.2019.100884

编辑推荐 0

Metrics

阅读次数

全文

1199

HTML			PDF

最新录用	在线预览	正式出版	最新录用	在线预览	正式出版
0	0	136	0	0	1063

来源	本网站	其他网站

次数	1047	152
比例	87%	13%

摘要

926

最新录用	在线预览	正式出版

0	0	926

来源	本网站	其他网站

次数	881	45
比例	95%	5%

测试项目	DD (n = 30)	CA (n = 29)	t	Cohen’s d
年龄(年)	10.21 (1.03)	10.35 (0.99)	−0.56	/
智商	115.13 (12.06)	115.66 (7.78)	−0.20	/
识字量(个)	1860 (567)	2523 (479)	−4.84^***	−1.26

测试项目	DD (n = 30)	CA (n = 29)	t	Cohen’s d
年龄(年)	10.21 (1.03)	10.35 (0.99)	−0.56	/
智商	115.13 (12.06)	115.66 (7.78)	−0.20	/
识字量(个)	1860 (567)	2523 (479)	−4.84^***	−1.26

统计指标	形音对应关系	DD	CA
正确率	形音一致	0.80 (0.12)	0.86 (0.09)
	形音不一致	0.77 (0.13)	0.82 (0.10)
	视觉单通道	0.76 (0.13)	0.84 (0.10)
反应时(ms)	形音一致	701 (113)	640 (93)
	形音不一致	726 (108)	682 (118)
	视觉单通道	714 (91)	661 (95)

统计指标	形音对应关系	DD	CA
正确率	形音一致	0.80 (0.12)	0.86 (0.09)
	形音不一致	0.77 (0.13)	0.82 (0.10)
	视觉单通道	0.76 (0.13)	0.84 (0.10)
反应时(ms)	形音一致	701 (113)	640 (93)
	形音不一致	726 (108)	682 (118)
	视觉单通道	714 (91)	661 (95)

统计指标	DD	CA	t	Cohen’s d
正确率	−0.06 (0.14)	−0.06 (0.11)	0.03	/
反应时	0.03 (0.08)	0.05 (0.07)	−1.12	/