发展性阅读障碍儿童概率类别学习的标签和通道效应  

The Label and Modality Effects of Probabilistic Category Learning on Children with Developmental Dyslexia

作　　者：邢强[1] 王蕊[1] XING Qiang;WANG Rui(School of Education,Guangzhou University,Guangzhou,510006)

机构地区：[1]广州大学教育学院,广州510006

出　　处：《中国特殊教育》2018年第9期46-52,共7页Chinese Journal of Special Education

基　　金：国家自然科学基金项目"反馈对知觉类别学习影响的认知神经机制"(项目编号:31571144);第三届市属高校"羊城学者"科研资助项目"类别学习双系统模型:基于行为和ERP研究"(项目编号1201561646)

摘　　要：采用概率类别学习范式,通过三个实验考察发展性阅读障碍儿童类别学习的特点及标签和双通道加工效应。结果发现:1)发展性阅读障碍儿童的内隐和外显概率类别学习都存在缺陷; 2)发展性阅读障碍儿童在使用标签及双通道信息加工中同样存在缺陷;标签可有效促进外显概率类别学习,但不会影响内隐概率类别学习;概率类别学习中不存在通道效应。This study, based on the probabilistic category learning paradigm used in three experiments, aims to probe into the features of the category learning of those with developmental dyslexia, as well as the label effect and the dual-channel processing effect. The results show the following： （1） The children with developmental dys- lexia showed deficits in beth the implicit probabilistic category learning and the explicit probabilistic category le- arning; and （2） these children also showed deficits in the use of labels and the dual-charmel information process- ing; the labels could effectively promote the explicit probabilisfic category learning, but could not affect the im- plicit probabilistic category learning; and the channel effect did not exist in the probabilistic category learning.

关 键 词：发展性阅读障碍 概率类别学习 标签效应 通道效应 

分 类 号：G442[哲学宗教—心理学]