汉语发展性阅读障碍儿童的形-音捆绑能力:研究背景与现状  

The Visual-Verbal Binding Ability of Children with Chinese Developmental Dyslexia: Background and Development

作　　者：蔡妍[1,2] 刘翔平 谭雅倩[1,2,3] CAI Yah LIU Xiangpin TAN Yaqian(School of Psychology, Beijing Normal University, Beijing, 100875 Beijing Key Lab of Applied Experimental Psychology, Beijing, 100875 Department of Applied Social Sciences, City University of Hong Kong, Hong Kong, 999077)

机构地区：[1]北京师范大学心理学院,北京100875 [2]北京师范大学应用实验心理北京市重点实验室,北京100875 [3]香港城市大学应用社会科学系,香港999077

出　　处：《中国特殊教育》2017年第9期50-55,共6页Chinese Journal of Special Education

基　　金：国家社会科学重大项目"儿童阅读障碍的认知机制及其干预"(项目批准号:14ZDB157)

摘　　要：汉语发展性阅读障碍作为学龄儿童一种突出的学习障碍类型,关于其认知机制的研究近年来的关注点开始从语音缺陷转移到形-音捆绑能力。形-音捆绑是指对视觉和听觉信息加以整合的能力,与阅读能力存在显著相关。目前相关的实证研究从输出类型分析、配对联想学习能力和变化检测能力等方面出发,对汉语发展性阅读障碍儿童的形-音捆绑能力进行考察。未来研究应对汉语发展性阅读障碍的定义及形-音捆绑能力的研究范式、亚过程、与汉字特点的结合度等问题进行探讨。In recent years, the study of cognitive mechanism of Chinese developmental dyslexia, a salient type of learning disabilities in school-age children, has focused on the visual-verbal binding ability other than on the phonological deficits. Visual-verbal binding ability, significantly related to the reading ability, refers to the ability to integrate visual and hearing information. Relevant empirical research, based on the analysis of the types of output, paired associate learning, and the change detection ability, explores the visual-verbal binding ability of children with Chinese developmental dyslexia. The future research is expected to focus on the definition of Chinese developmental dyslexia, the research paradigms and sub-process of the visual-verbal binding ability, and the combination of the features of Chinese characters.

关 键 词：发展性阅读障碍 汉语 形-音捆绑 

分 类 号：B842[哲学宗教—基础心理学]