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Alternative TitleThe Ability of Audiovisual Integration in Chinese Developmental Dyslexia
杨滢晖; 毕鸿燕
First Author杨滢晖
Source Publication当代语言学
Contribution Rank1


Other Abstract

The first and critical step for becoming a successful reader is to be able to form reliable associations between visual ( orthography ) and auditory ( phonology ) representations. This requires one to have an intact crossmodal integration ability. This ability refers to the competence to combine information across the visual and auditory modalities to make a perceptual judgment. Developmental dyslexia ( DD) , characterized by significantly lower reading ability than the normal people, is a special learning disability resulted from the neurobiological deficit. Studies in alphabetic languages have evidenced that impaired audiovisual integration ability might be one of the core causes of dyslexia. Children or adults with dyslexia exhibites impaired audiovisual integration ability in both linguistic process ( Snowling 1980; Yap and van der Leij 1993; Fox 1994; Whatmough, etal. 1999; Meyler and Breznitz 2003; Hairston, et al. 2005; Shaul 2014) and nonlinguistic process ( Laasonen, et al. 2000; Breznitz and Meyler 2003; Harrar, et al. 2014) .Recently brain-imaging studies using techniques of Functional Magnetic Resonance Imaging ( fMRI ) or Event related potential ( ERP ) showed that dyslexic readers underactivate regions of the multisensory association areas, such as the superior temporal sulcus ( STS) , the planum and Heschl's sulcus ( Blau, et al. 2009) , the insula ( Kast, etal. 2011 ) , as well as the supramarginal gyrus ( SMG ) ( Holloway, et al. 2015 ) .Furthermore, it is found that the early and automatic combination between letters and
speech sound in the auditory association cortex fails to take place for both dyslexic children ( Froyen, et al. 2011) and adults ( Mittag, et al. 2013) .
Numerous studies have found that Chinese children with dyslexia have different behavioral performance ( Meng 2000; Wu 2004; Liu, et al. 2006; Wang, et al. 2010; Qian and Bi 2014) and neural mechanism ( Tan, et al. 2005; Bolger, et al. 2005; Siok, etal. 2009; Yang, et al. 2013) in reading from alphabetic language dyslexia. The most common deficit among Chinese dyslexia is visual-orthography difficulty ( Ho, et al. 2002) ,whereas a phonological awareness deficit has been considered the salient feature of alphabetic dyslexia ( Chung and Ho 2010 ) . Hence, cognitive deficits in unimodal processing in Chinese dyslexia are different from that of alphabetic dyslexia. If intact unimodal orthography or phonological skill is necessary for Chinese characters reading, it could be conjectured that Chinese developmental dyslexia would show unique integration problems compared with alphabetic dyslexia. However, the characteristics of audiovisual integration performance and its neural mechanism in Chinese dyslexics are still unknown.To explore the causes of Chinese dyslexia, future studies are needed to investigate the ability of audiovisual integration in Chinese children with dyslexia.Keywords developmental dyslexia, Chinese, audiovisual integration,


Keyword发展性阅读障碍 中文 视听整合 神经机制
Subject Area认知心理学
Indexed By其他
Funding Organization国家自然科学基金项目(编号31371044 ; 31b71155)资助
Document Type期刊论文
First Author AffilicationInstitute of Psychology, Chinese Academy of Sciences
Recommended Citation
GB/T 7714
杨滢晖,毕鸿燕. 中文发展性阅读障碍的视听整合能力研究[J]. 当代语言学,2016,18(4):581-591.
APA 杨滢晖,&毕鸿燕.(2016).中文发展性阅读障碍的视听整合能力研究.当代语言学,18(4),581-591.
MLA 杨滢晖,et al."中文发展性阅读障碍的视听整合能力研究".当代语言学 18.4(2016):581-591.
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