基于PASS模型的汉语阅读障碍认知加工特点的实验研究

心理科学 ›› 2013, Vol. 36 ›› Issue (3): 653-658.

基于PASS模型的汉语阅读障碍认知加工特点的实验研究

王晓辰¹,李其维²,李清³

1. 浙江工商大学
2.
3. 浙江传媒学院

收稿日期:2011-08-01 修回日期:2012-11-23 出版日期:2013-05-20 发布日期:2013-05-24
通讯作者: 王晓辰
基金资助:
管理者伦理决策过程及多水平影响因素研究：行为伦理视角;基于MTS理论的企业多团队学习与协同机制研究

Study on the PASS Cognitive Processing Mechanism of the Chinese Developmental Dyslexia

¹, ²,Qing LI³

1. Zhejiang Gongshan University
2.
3. Zhejiang University of Media and Communications

Received:2011-08-01 Revised:2012-11-23 Online:2013-05-20 Published:2013-05-24

摘要/Abstract

摘要： 研究以智力的PASS认知模型为基础，考察了3-5年级阅读障碍组和正常对照组的PASS认知加工特点，探究汉语阅读障碍儿童的PASS认知缺陷模式，为后期的干预提供理论上的支持和帮助。结果发现，PASS四个认知加工均存在明显的年级差异，低年级儿童的PASS认知加工能力明显不如中高年级儿童。汉语阅读障碍儿童在DN: CAS 12项分任务上的成绩均低于正常对照组儿童。同时，大多数汉语阅读障碍儿童存在不止一种的PASS认知加工缺陷，即汉语发展性阅读障碍内部是一个异质群体；阅读障碍儿童在继时性加工上存在的问题最为严重，存在缺陷的人数也最多。

关键词: 汉语阅读障碍，PASS认知加工，继时性加工，方差分析

Abstract: Developmental dyslexia is not only an important area in the learning disability research, but also a major topic in the field of language and reading cognitive research. Compared with the long history and remarkable achievement of the developmental dyslexia research in the west world, the Chinese developmental dyslexia research is a relatively new study with few researches focusing on the cognitive processing mechanism. As we all know that investigating the inner processing mechanism, subtypes and etiology of developmental dyslexia will be valuable for clarifying whether dyslexia is language specific or language free, and thus will be helpful in uncovering the factors resulting in dyslexia and providing the follow-up intervention for the dyslexic children. At present, the researchers have carried out many studies of Chinese developmental dyslexia from the point of liguisticits, but few study concerned the inner cognitive processing mechanism. Based on the theory of PASS cognitive processes, the Das and Naglieri Cognitive Assessment System (DN: CAS), the recomposed linguistic cognition tasks, this research aims to make systematic investigations of cognitive processing mechanisms of primary school students with Chinese developmental dyslexia. In this study, the dyslexic group and the normal control group from grade 3 to 5 were compared on the basis of PASS cognitive processing. The results showed that there were significant differences on PASS cognitive processing among grades, i.e. grade 3 children performed poorer than grade 4 and 5 children on all tasks of CAS. And the dyslexic group performed worse than the control group on all of the measures of CAS. What is more, the Chinese developmental dyslexia was heterogeneous, i.e., the Chinese developmental dyslexia was correlated with more than two PASS cognitive deficits. The dyslexic children could have difficulties in one or several aspects of PASS processing. Meanwhile, the Successive processing deficit was the main problem faced by the Chinese dyslexic children. This proportion resembles the one reported for temporal processing deficits in English-speaking dyslexic children. Given the significant number of dyslexic children with a Successive processing deficit, future studies should examine the possible effects of intervention programs that directly target Successive processing.

Key words: Chinese developmental dyslexia, PASS cognitive processing, successive processing, factor analysis

王晓辰李其维李清. 基于PASS模型的汉语阅读障碍认知加工特点的实验研究[J]. 心理科学, 2013, 36(3): 653-658.

Qing LI. Study on the PASS Cognitive Processing Mechanism of the Chinese Developmental Dyslexia[J]. Psychological Science, 2013, 36(3): 653-658.

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