Jove
Visualize
联系我们
JoVE
x logofacebook logolinkedin logoyoutube logo
关于 JoVE
概览领导团队博客JoVE 帮助中心
作者
出版流程编辑委员会范围与政策同行评审常见问题投稿
图书馆员
用户评价订阅访问资源图书馆顾问委员会常见问题
研究
JoVE JournalMethods CollectionsJoVE Encyclopedia of Experiments存档
教育
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab Manual教师资源中心教师网站
使用条款与条件
隐私政策
政策

相关概念视频

Learning Disabilities01:25

Learning Disabilities

85
Learning disabilities are cognitive disorders caused by neurological impairments that affect cognitive functions like language and reading, without indicating overall intellectual or developmental challenges. These disabilities differ from global intellectual or developmental disabilities as they are limited to distinct cognitive functions. Common learning disabilities include dysgraphia, dyslexia, and dyscalculia, each of which impacts unique aspects of learning.
Dyslexia
Dyslexia is a...
85
Language and Cognition01:27

Language and Cognition

332
Language serves as a bridge between ideas and communication, influencing how individuals perceive and interact with the world. Psychologists have long debated whether language shapes thought or vice versa. This discussion gained grip with Edward Sapir and Benjamin Lee Whorf in the 1940s, who proposed that language determines thought, a concept known as linguistic determinism. They suggested that the vocabulary and structure of a language influence how its speakers think and perceive reality.
332
Language Development01:22

Language Development

321
Children master language quickly and with relative ease, supported by both biological predisposition and reinforcement. B. F. Skinner (1957) proposed that language is learned through reinforcement, while Noam Chomsky (1965) argued that language acquisition mechanisms are biologically determined.
The critical period for language acquisition suggests that the ability to acquire language is at its peak early in life. As people age, this proficiency decreases. Language development begins very...
321
Autism Spectrum Disorder01:19

Autism Spectrum Disorder

72
Autism spectrum disorder (ASD) is a neurodevelopmental condition marked by persistent deficits in social communication and interaction alongside restrictive and repetitive behaviors or interests. ASD is sometimes accompanied by intellectual impairment.
These core symptoms manifest differently among individuals, ranging from mild to severe. The disorder's complexity extends beyond its clinical presentation, encompassing a diverse range of biological, cognitive, and sociocultural influences.
72
Perceiving Loudness, Pitch, and Location01:21

Perceiving Loudness, Pitch, and Location

197
The human brain perceives pitch through two primary mechanisms reflected in place theory and frequency theory. Each mechanism describes how sound waves are interpreted as specific pitches by the brain, offering insights into the intricate processes of auditory perception.
Place theory, or place coding, suggests that different pitches are heard because various sound waves activate specific locations along the cochlea's basilar membrane. The brain determines the pitch of a sound by...
197

您也可能阅读

相关文章

通过共同作者、期刊和引用图与本文相关的文章。

排序
Same author

Efficacy of Transcranial Direct Current Stimulation in Developmental Dyslexia: a scoping review.

CoDAS·2025
Same author

Cut-off point, sensitivity and specificity for screening the reading fluency in children.

CoDAS·2023
Same author

Bilingualism and Rapid Automatized Naming: effects of language switching on lexical access and reading speed.

CoDAS·2021
Same author

Reading comprehension assessment: effect of order of task application.

CoDAS·2019

相关实验视频

Updated: Jun 11, 2025

A Protocol for Comprehensive Assessment of Bulbar Dysfunction in Amyotrophic Lateral Sclerosis ALS
12:43

A Protocol for Comprehensive Assessment of Bulbar Dysfunction in Amyotrophic Lateral Sclerosis ALS

Published on: February 21, 2011

34.7K

特定学习障碍的言语感知与没有持久的言语声音障碍.

Mariana Martins Appezzato1, Clara Regina Brandão de Avila1,2

  • 1Programa de Pós-graduação em Distúrbios da Comunicação Humana, Escola Paulista de Medicina - EPM, Universidade Federal de São Paulo - UNIFESP - São Paulo (SP), Brasil.

CoDAS
|October 9, 2024
PubMed
概括

语音感知技能可以区分患有特定阅读障碍 (SRD) 和持久语音声音障碍 (PSSD) 的儿童. 患有SRD和PSSD的儿童在非文字感知任务中表现明显差.

更多相关视频

Assessment of Audio-Tactile Sensory Substitution Training in Participants with Profound Deafness Using the Event-Related Potential Technique
11:39

Assessment of Audio-Tactile Sensory Substitution Training in Participants with Profound Deafness Using the Event-Related Potential Technique

Published on: September 7, 2022

2.1K
Ultrasound Images of the Tongue: A Tutorial for Assessment and Remediation of Speech Sound Errors
08:32

Ultrasound Images of the Tongue: A Tutorial for Assessment and Remediation of Speech Sound Errors

Published on: January 3, 2017

21.7K

相关实验视频

Last Updated: Jun 11, 2025

A Protocol for Comprehensive Assessment of Bulbar Dysfunction in Amyotrophic Lateral Sclerosis ALS
12:43

A Protocol for Comprehensive Assessment of Bulbar Dysfunction in Amyotrophic Lateral Sclerosis ALS

Published on: February 21, 2011

34.7K
Assessment of Audio-Tactile Sensory Substitution Training in Participants with Profound Deafness Using the Event-Related Potential Technique
11:39

Assessment of Audio-Tactile Sensory Substitution Training in Participants with Profound Deafness Using the Event-Related Potential Technique

Published on: September 7, 2022

2.1K
Ultrasound Images of the Tongue: A Tutorial for Assessment and Remediation of Speech Sound Errors
08:32

Ultrasound Images of the Tongue: A Tutorial for Assessment and Remediation of Speech Sound Errors

Published on: January 3, 2017

21.7K

科学领域:

  • 发展心理学是发展心理学.
  • 语音语言病理学 语言病理学
  • 教育心理学教育心理学

背景情况:

  • 特定阅读障碍 (SRD) 影响阅读能力.
  • 持久性语音声音障碍 (PSSD) 影响了语音表达.
  • 在学龄儿童中,SRD和PSSD之间的关系需要进一步调查.

研究的目的:

  • 为了确定语音感知能力是否可以区分与SRD同时患有PSSD的学校儿童和单独患有SRD的学生.
  • 探索同时发生的PSSD对SRD儿童语音感知技能的影响.

主要方法:

  • 评估了80名2-6年级的儿童.
  • 参与者包括一个对照组 (CG),没有PSSD的SRD组 (RGI),和患有PSSD的SRD组 (RGII).
  • 评估了听觉处理和非文字感知 (DNPLS);使用统计测试和ROC曲线分析分析数据.

主要成果:

  • 患有SRD和PSSD (RGII) 的儿童在非语言感知方面得分明显低于对照组 (CG) 和没有PSSD (RGI) 的SRD.
  • 在非文字感知方面,在CG和RGI之间没有发现显著差异.
  • 在非词语任务中,正确答案的门为 <30.5 确定了患有SRD和PSSD的儿童.

结论:

  • 非词语歧视有效地区分了学龄儿童与SRD和PSSD与典型儿童的差异.
  • PSSD的存在加剧了SRD儿童的语音感知困难.
  • 这些发现表明,PSSD是影响阅读障碍儿童语音感知的一个重要因素.