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首页> 外文期刊>Developmental Neuropsychology >A Multidisciplinary Approach to Understanding Developmental Dyslexia Within Working-Memory Architecture: Genotypes, Phenotypes, Brain, and Instruction
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A Multidisciplinary Approach to Understanding Developmental Dyslexia Within Working-Memory Architecture: Genotypes, Phenotypes, Brain, and Instruction

机译：一种多学科的方法来了解工作记忆体系结构中的阅读障碍：基因型，表型，脑和指令。

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摘要

A unifying theoretical framework of three working memory components provides a systems perspective for discussing past and new findings in a 12-year research program that point to heterogeneity in the genetic and brain basis and behavioral expression of dyslexia: (a) codes for word-form storage and processing, (b) time-sensitive phonological and orthographic loops for maintaining information in working memory or outputting it, and (c) executive functions for language (e.g., rapid automatic switching of attention). Results, which span the genetic to neurological to behavioral levels of analysis, point to possible impairment in any one or combination of these working memory components in individuals with dyslexia. A DNA variation on chromosome 15 may be linked with the phonological word-form in the first working-memory component. A DNA variation on chromosome 6 may be linked with slow rapid automatic switching, inattention ratings, and impaired goal-directed activity ratings in the third working-memory component. Brain and behavioral findings support (a) Triple Word Form Theory: phonological, orthographic, and morphological word-forms and their parts contribute to learning to read and spell words; and (b) Cross-Word Form Mapping: in the process of learning to read and spell words children compute the inter-relationships among the three word-forms and their parts. However, children with dyslexia may require more focus on the morphological word-form and its parts and their relationships with the other two word-forms and their parts than do normal readers. Also, children with dyslexia have unusual difficulties in sustaining phonological loop function in working memory over time; their impaired orthographic loop function may interfere with learning to write alphabet letters and spell, which may be as impaired as word decoding and reading. Impaired executive functions may interfere with the efficiency of working memory in processing oral and written language.
机译：三个工作记忆成分的统一理论框架为讨论为期12年的研究计划中的过去和新发现提供了系统视角，这些研究指出了阅读障碍的遗传和大脑基础以及行为表达的异质性：（a）字形代码存储和处理；（b）时间敏感的语音和正字法循环，用于将信息保留在工作存储器中或将其输出，以及（c）语言的执行功能（例如，注意力的快速自动切换）。从遗传学，神经学到行为学分析水平的结果表明，患有阅读障碍的人可能会损害这些工作记忆中的任何一种或组合。染色体15上的DNA变异可能与第一工作记忆成分中的语音单词形式相关。染色体6上的DNA变异可能与缓慢的快速自动切换，注意力不集中以及第三工作记忆组件中目标导向的活动等级受损有关。大脑和行为发现的支持（a）三重词形理论：语音，正字和形态词形及其各个部分有助于学习单词的阅读和拼写； （b）跨单词形式映射：在学习阅读和拼写单词的过程中，儿童计算这三个单词形式及其各部分之间的相互关系。但是，阅读障碍儿童比普通读者可能需要更多地关注形态词形及其部分以及它们与其他两种词形及其部分的关系。此外，阅读障碍儿童在长时间维持工作记忆中的语音回路功能方面遇到异常困难。它们的正字法循环功能受损可能会影响学习写字母和拼写，这与单词解码和阅读一样受损。执行功能受损可能会影响处理口头和书面语言时工作记忆的效率。

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