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Alternative TitleThe Audiovisul integration ability in Cinese children with dyslexia
Thesis Advisor毕鸿燕
Degree Grantor中国科学院大学
Place of Conferral中国科学院心理研究所
Degree Name理学博士
Degree Discipline发展与教育心理学
Keyword发展性阅读障碍 汉语 视听整合 神经机制






Other Abstract

The ability of audiovisual integration refers to the competence that combines information across the visual and auditory modalities to generate a perceptual judgment. It plays an important role in the development of reading ability. Studies in alphabetic languages have evidenced that dyslexics have impaired audiovisual integration ability in both language and sensory processes. However, the relationship between the deficits in audiovisual integration and in unimodal processes remains controversial. In contrast to alphabetic languages, Chinese is a writing system without grapheme-to-phoneme correspondence. Many studies demonstrated that cognitive and neural mechanisms in unimodal processing in Chinese children with dyslexia are different from that of alphabetic dyslexia. Hence, Chinese dyslexics might have its unique characteristics in audiovisual integration dysfunction. However, studies on audiovisual integration ability in Chinese dyslexics were very few.

The present study adopted behavioral measurements and functional magnetic resonances imaging (fMRI) technique to systematically investigate the audiovisual integration ability in both language and sensory processes in Chinese children with dyslexia. The results showed that,

(1)Behavioral data about language processing showed that, when deciding whether one character presented in the screen is real or not under audiovisual situation or judging one character pronunciation is real or not, dyslexic children's peg0formance was worse than that of the chronological age-matched (CA) children in the congruent and incongruent conditions. After removing the difference between the two groups in unimodal visual and unimodal auditory processing, the performance of dyslexics was equal to that of controls in the congruent and incongruent conditions. However, the difference in reaction rate under the congruent condition was independent of dysclxics' unimodal al7ility. The fMIZI data provided evidence that dyslexic children showed greater superior temporal gyrus (STG) activity than CA controls for congruent character and Chinese character pronunciation pairs.

(2)Behavioral data about sensory processing showed that, when decide whether orientation of a grating is left or right, or determine whether a pure tone sounds gh" or "low", dyslexic children's performance was worse than the chronological age-matched children only in the direction discrimination task. After removing the difference between the two groups in unimodal visual process, no significant difference was found between dyslexics and controls.

In summary, the present study showed that Chinese children with dyslexia have audiovisual integration deficits at both the language and sensory levels. It is noteworthy that, integration deficit in dyslexia is related to their unimodal visual deficit, and unimodal auditory deficit. Besides, evidence showing different brain activation in the left STG between Chinese dyslexia and controls supported functional abnormality in audiovisual integration deficits in Chinese children with dyslexia.

Document Type学位论文
Recommended Citation
GB/T 7714
杨滢辉. 汉语发展性阅读障碍儿童的视听整合能力研究[D]. 中国科学院心理研究所. 中国科学院大学,2017.
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