在典型和非典型发育中语言,识字和程序学习之间存在关联的有限证据:元分析
Cátia M Oliveira1, Lisa M Henderson1, Marianna E Hayiou-Thomas1
1Department of Psychology, University of York.
Cognitive science
|July 4, 2023
概括
这次元分析发现,在典型发育,阅读障碍和发育性语言障碍中,程序学习和语言/识字技能之间存在弱点联系. 序列反应时间任务可能无法准确地测量这些群体中的程序学习.
科学领域:
- 认知神经科学 认知神经科学
- 发展心理学 发展心理学
- 语言学的语言学.
背景情况:
- 程序式学习,即从感官输入中提取模式的能力,对于语言和识字发展至关重要.
- 程序学习的障碍被假设是神经发育障碍的基础,如阅读障碍和发育性语言障碍 (DLD).
- 程序/声明模型预测了程序学习和语言/识字技能之间的关系.
结论:
- 这些发现对语言和识字的程序/声明模型的支持是有限的.
- 这项研究表明,序列反应时间任务可能有局限性作为程序学习的衡量标准.
- 需要进一步的研究来探索替代措施,并完善我们对程序学习在神经发育语言和识字障碍中的作用的理解.
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