发展性阅读障碍与脑异常的因果关系:研究范式及发现  

The Causal Relationship between Developmental Dyslexia and Abnormal Brain Regions: Research Paradigms and the Relevant Findings

作　　者：李何慧 陶伍海 彭聃龄[1] 丁国盛[1] 

机构地区：[1]北京师范大学认知神经科学与学习国家重点实验室,北京100875

出　　处：《心理发展与教育》2017年第5期631-640,共10页Psychological Development and Education

基　　金：国家自然科学基金(81371206;81171016;31571158)

摘　　要：关于阅读障碍神经机制的研究已经有很多,但到目前为止,研究者仍不完全清楚,阅读障碍者脑区的异常,究竟是阅读障碍的原因还是结果。研究者发展出不同的研究范式来探究此问题,包括学龄前研究、双对照组研究、纵向研究等。文中综述了这些研究范式各具的优势、不足和研究结果之间的一致性,并分析了确认因果关系之所以困难的原因。在此基础上,提出如下建议:(1)细致区分阅读障碍的亚类型;(2)以成熟和完善的阅读认知-神经模型为指导;(3)通过不同的研究范式进行交叉印证;(4)综合考虑脑的动态发展变化特点,和基因、环境、经验的作用等多种因素的影响。In the past decades, the neural mechanisms of dyslexia have been extensively studied, but so far it is still unknown whether the atypical regions in the dyslexic readers are the causes or the side effects of developmental dys- lexia. This study reviews the recent studies investigating this issue from the aspects of research paradigms and the relevant findings, including age/reading level matched paradigm, pre-reading paradigm, longitudinal paradigm, and intervention paradigm. Each paradigm has both advantages and disadvantages in addressing this issue and the conclusions are not entirely consistent. Based on the recognition of why it is difficult to address the issue of causal relationship, we proposed： （ 1 ） to carefully differentiate the sub-types of dyslexia; （2） to guide the studies by a mature neurocoguitive model for reading; （3） cross-validation of the conclusions with different paradigms; （4） comprehensively consideration of the dynamic features of brain development and the interaction of the gene, envi- ronment and personal experience.

关 键 词：发展性阅读障碍 神经机制 学龄前研究 双对照组研究 纵向研究 

分 类 号：B844[哲学宗教—发展与教育心理学]