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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.
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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.
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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.
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发育性语言障碍与阅读障碍风险 - - 它们可以分开吗?

Aliki Chalikia1, Asimina M Ralli2, Faye Antoniou1

  • 1Department of Educational Studies, National and Kapodistrian University of Athens, 15772 Athens, Greece.

Behavioral sciences (Basel, Switzerland)
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概括

患有发育性语言障碍 (DLD) 和患有阅读障碍 (RfD) 风险的儿童在语言和识字技能方面表现出明显的挑战,与典型的发育同龄人相比. DLD影响口语,而RfD影响解码和语音意识.

关键词:
阅读障碍症 阅读障碍症是指阅读障碍.发育语言障碍 发育语言障碍声学处理 声学处理语言工作记忆语言工作记忆

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科学领域:

  • 儿童发展 儿童发展
  • 神经科学是一个神经科学.
  • 语言学的语言学.

背景情况:

  • 发育性语言障碍 (DLD) 和阅读障碍经常同时发生,影响语音处理和口头工作记忆.
  • 现有的研究往往缺乏对早期识字阶段所有口语子系统的系统评估.

研究的目的:

  • 为了调查在声学处理,口头工作记忆,口头语言和词语解码的差异和相似之处,在DLD的儿童,在风险的阅读障碍 (RfD),和典型的发展 (TD) 的儿童.
  • 为了确定这些群体的表现模式,并探索声学/VWM技能和口语/词语解码之间的相关性.

主要方法:

  • 一项涉及45名一年级学生 (平均年龄6.8岁) 的比较研究,均分为DLD,RfD和TD组.
  • 评估语音处理 (隐式/明确的语音意识,VSTM,RAN),VWM,口语和词解码.

主要成果:

  • 在大多数措施中,DLD和RfD组的表现都明显低于TD组.
  • DLD儿童表现出明显的口语和VSTM缺陷.
  • RfD儿童主要在文字解码和明确的语音意识方面扎,观察到特定群体的相关性.

结论:

  • 调查结果突出了DLD和RfD的不同但重叠的困难,为它们之间的关系的理论模型提供了信息.
  • 对于患有DLD和阅读障碍的儿童来说,早期识别和针对口语和语音处理方面的特定缺陷的有针对性的干预措施至关重要.