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目的:研究部件字形加工难度对听写困难儿童字形-空间捆绑编码的影响。方法:采用变化检测范式,从苏州某小学四至六年级的儿童中筛选年龄和智商匹配的听写困难儿童、对照组儿童各25名,实验材料以部件字形的相似程度作为部件加工难度的指标,对比听写困难组儿童和对照组儿童在字形-空间记忆任务上的成绩差异。结果:两组被试在成绩上组别主效应不显著,但在反应时数据上,组别和材料的交互作用显著,听写困难儿童在部件字形高相似条件下的反应时明显高于字形低相似条件,而对照组被试在两个实验条件下的反应时没有明显差异。结论:在字形-空间的捆绑编码时,听写困难儿童存在明显的字形难度效应,在字形加工难度较低时,听写困难儿童的捆绑加工水平较为正常,但是,一旦提高字形加工难度,听写困难儿童就表现出字形-空间捆绑缺陷。
Objective: To study the effect of component glyph processing difficulty on glyph-space binding coding in dictation children. Methods: A change detection paradigm was used to select 25 children with dyspeptic and age-matched IQs from children aged 4 to 6 in Suzhou primary school and 25 children in the control group respectively. Differences in schizophrenic and schizophrenic tasks among doddle dyspeptic children and control children. Results: The main effect of the two groups was not significant in the scores, but there was a significant interaction between the groups and the materials on the reaction time. The response time of the children with dictation was significantly higher than that of the glyphs Similar conditions, while the control subjects tested in two reaction conditions did not differ significantly. Conclusion: In the glyph-space binding coding, children with dictation have obvious glyph difficulty effect. When the glyph processing difficulty is low, the children with dictation difficulties are bound to work normally. However, once the glyph processing difficulty is improved, the dictation difficulty children On the performance of the font - space bundle defects.