小学汉语阅读障碍儿童的PASS认知加工特点

摘要/Abstract

摘要： 本研究以智力的PASS认知模型为基础,考察汉语阅读障碍儿童的PASS认知缺陷模式。研究采用DN:CAS认知评估系统,并结合统计分析对33名汉语发展性阅读障碍儿童的PASS认知加工缺陷进行了分析。结果表明,汉语发展性阅读障碍儿童存在不止一种的PASS认知加工缺陷,可能在计划、注意、同时性和继时性加工的一个或几个方面出现了困难。继时性加工缺陷是汉语阅读障碍儿童的主要特征,与英语阅读障碍的研究相一致。此外,汉语阅读障碍儿童在表达性注意、言语-空间关系和继时性加工上的成绩差于生理年龄匹配组,仅达到阅读水平匹配组水平,这些的不足可能是由于发展迟滞所致。

关键词: 汉语阅读, 发展性阅读障碍, PASS, 继时性加工缺陷, 小学生

Abstract: For the purpose of this study,we examined if Chinese dyslexia is associated with deficits in Planning, Attention,Simultaneous,and Successive(PASS)processing.Rather than comparing children with dyslexia with average readers alone,we employed a more sophisticated design in which grade 5 dyslexics were compared not only to the grade 5 average readers,but also to the grade 3 average readers whose reading ability was equivalent to the dyslexics.The Chinese version of DN:CAS was used to examine the PASS processing of the dyslexic children.The results indicated that 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.Next,a significant main effect of group was shown in Planning,Attention, Simultaneous and Successive.And the follow-up univariate analyses showed that the DYS group performed worse than the CA group on measures of Expressive Attention,Verbal-Spatial Relation and Successive processing but comparably to the RA group on these processing skills,which could caused by the developmental delay.

Key words: Chinese reading, developmental dyslexia, PASS, Successive processing deficit, primary school students

中图分类号:

B844.1

王晓辰, 李其维, 李清. 小学汉语阅读障碍儿童的PASS认知加工特点[J]. 心理发展与教育, 2011, 27(6): 569-576.

WANG Xiao-chen, LI Qi-wei, LI Qing. A Preliminary Study on PASS Cognitive Processing Deficit of Chinese Developmental Dyslexia[J]. Psychological Development and Education, 2011, 27(6): 569-576.

参考文献

[1] Carlson,J.,&Das,J.P.(1998).A process approach to rededicating word decoding deficiencies in Chapter 1 children.Learning Disability Quarterly,20,93-102.
[2] Das,J.P.,Cummins,J.,Kirby,J.R.,&Jarman,R.F.,(1979). Simultaneous and successive processes,language and mental abilities. Canadian Psychological Review,20,1-11.
[3] Das,J.P.,Georgiou,G.,&Janzen,T.(2008).Influence of distal and proximal cognitive processes on word reading.Reading Psychology,29,366-393.
[4] Das,J.P.,Janzen,T.,&Georgiou,G.K.(2007).Correlates of Canadian native children's reading performance:From cognitive styles to cognitive processes.Journal of School Psychology,45,589-602.
[5] Das,J.P.,Kirby,J.R.,&Jarman,R.F.(1975).Simultaneous and successive syntheses:An alternative model for cognitive abilities.Psychological Bulletin,82,87-103.
[6] Das,J.P.,Mensink,D.,&Mishra,R.K.(1990).Cognitive processes separating good and poor readers when IQ is covaried.Learning and Individual Differences,2,423-436.
[7] Das,J.P.,Mishra,R.K.,&Kirby,J.R.(1994).Cognitive patterns of children with dyslexia:A comparison between groups with high and average nonverbal intelligence.Journal of Learning Disabilities,27,235-242,253.
[8] Das,J.P.,Mishra,R.K.,&Pool,J.E.(1995).An experiment on cognitive remediation of word-reading difficulty.Journal of Learning Disabilities,28,66-79.
[9] Georgiou,G.K.,Das,J.P.,&Hayward,D.V.(2008).Comparing the contribution of two tests of working memory to reading in relation to phonological awareness and rapid naming speed.Journal of Research in Reading,31,302-318.
[10] Hayward,D.,Das,J.P.,&Janzen,T.(2007).Innovative programs for improvement in reading through cognitive enhancement:A remediation study of Canadian First Nations children.Journal of Learning Disabilities,40,443-457.
[11] Ho,C.S.-H.,Chan,D.W.-O.,Tsang,S.-M.,&Lee,S.-H.(2000).The Hong Kong test of specific learning difficulties in reading and writing(HKT-SpLD)manual.Hong Kong:Hong Kong Specific Learning Difficulties Research Team［In Chinese］.
[12] Ho,C.S.-H.,Chan,D.W.-O.,Tsang,S.-M.,&Lee,S.-H.(2002).The cognitive profile and multiple-deficit hypothesis in Chinese developmental dyslexia.Developmental Psychology,38,543-553.
[13] Kirby,J.R.,Booth,C.A.,&Das,J.P.(1995).Cognitive processes and IQ in reading disability.The Journal of Special Education,29,442-456.
[14] Kirby,J.R.,&Williams,N.H.(1991).Learning problems:A cognitive approach.Toronto:Kagan&Woo Limited. Luria,A.R.(1966).Human brain and psychological processes.New York:Harper&Row.
[15] Manis,F.R.,Seidenberg,M.S.,Doi,L.M.,McBride-Chang,C.,&Petersen,A.(1996).On the bases of two subtypes of developmental dyslexia.Cognition,58,157-195.
[16] Meng,X.,Sai,X.,Wang,C.,Wang,J.,Sha,S.,&Zhou,X. (2005).Auditory and speech processing and reading development in Chinese school children:Behavioural and ERP evidence.Dyslexia,11,292-310.
[17] Naglieri,J.A.(1999).How valid is the PASS theory and CAS?School Psychology Review,28,145-162
[18] Naglieri,J.A.,&Das,J.P.(1988).Planning-Arousal-Simultaneous-Successive(PASS):A model for assessment.Journal of School Psychology,26,35-48.
[19] Naglieri,J.A.,&Das,J.P.(1997).Das-Naglieri Cognitive Assessment System.Itasca,IL:Riverside Publishing.
[20] Naglieri,J.A.,&Rojahn,J.(2004).Construct validity of the PASS theory and CAS:Correlations with achievement.Journal of Educational Psychology,96,174-181.
[21] Papadopoulos,T.C.,Charalambous,A.,Kanari,A.,&Loizou,M. (2004).Kindergarten intervention for dyslexia:The PREP
[22] remediation in Greek.European Journal of Psychology of Education,19,79-105.
[23] 程灶火,龚耀先.(1998).学习障碍儿童记忆的比较研究I.学习障碍儿童的短时记忆和工作记忆.中国临床心理学杂志,6(3),129-135.
[24] 傅丽萍.(2006).注意缺陷/多动障碍(ADHD)儿童的认知过程特点及其缺损机制的研究.博士学位论文.华东师范大学.
[25] 简明建.(1998).PASS认知历程模式在国小阅读障碍儿童认知历程分析上之运用.特殊教育研究学刊(台),16,11-15.
[26] 李清.(2009).基于PASS理论的小学数学学习困难儿童应用题问题表征研究.博士学位论文.华东师范大学.
[27] 刘文理,刘翔平,张婧乔.(2006).汉语发展性阅读障碍亚类型的初步探讨.心理学报,38(5),681-693.
[28] 孟祥芝.(2001).汉语发展性阅读障碍儿童的汉字表征与加工.博士学位论文.北京师范大学.
[29] 王晓辰,李清,邓赐平.(2010).DN:CAS认知评估系统在小学生认知发展评估中的应用.心理科学,33(6),1307-1312
[30] 王晓辰.(2010).汉语发展性阅读障碍语音及正字法缺损的认知过程基础——基于PASS理论的研究.博士学位论文.华东师范大学.
[31] 吴思娜,舒华等.(2004).4-6年级小学生发展性阅读障碍的异质性研究.心理发展与教育,3,46-50.
[32] 左志宏.(2006).小学生数学学习困难的认知加工机制:基于PASS理论的研究.博士学位论文.华东师范大学.

相关文章 15

[1]	王敬欣, 赵赛男, 徐倩倩. 字间空格与词频对青年人和老年人阅读的影响:眼动研究[J]. 心理发展与教育, 2023, 39(6): 781-787.
[2]	张鹏程, 李喜, 韩午阳, 沈永江. 睡眠不足对中小学生负性情绪的影响:一个链式中介模型[J]. 心理发展与教育, 2023, 39(3): 402-409.
[3]	李继娜, 王玮玮, 张维军, 屈智勇. 累积创伤对儿童复杂性创伤后应激障碍的影响：经验回避与消极认知情绪调节策略的中介作用[J]. 心理发展与教育, 2022, 38(5): 683-691.
[4]	汪玥, 张豹, 周晖. 中小学生正念注意觉知与心理健康：情绪调节和积极重评的跨时间中介作用[J]. 心理发展与教育, 2022, 38(5): 692-702.
[5]	沈怡佳, 张国华, 何健康, 罗丽兰, 韩锦涛, 江波. 父母学习陪伴与小学生学业不良的关系:亲子学业沟通的中介作用和学习负担的调节作用[J]. 心理发展与教育, 2021, 37(6): 826-833.
[6]	孟红霞, 白学军, 谭珂, 苏娟. 发展性阅读障碍的视觉拥挤效应[J]. 心理发展与教育, 2020, 36(6): 762-768.
[7]	高雯, 朱进慧, 方臻. 父亲参与教养对小学生攻击行为的影响:母亲育儿压力的部分中介效应[J]. 心理发展与教育, 2020, 36(1): 84-93.
[8]	郭筱琳, 何苏日那, 秦欢, 刘春晖, 罗良. 亲子间教育期望差异对小学生情感幸福感的影响:学业成绩和学业自我效能感的中介作用[J]. 心理发展与教育, 2019, 35(4): 467-477.
[9]	刘涵隆, 赵婧. 汉语发展性阅读障碍儿童视觉注意广度的发展及其对阅读流畅性的作用[J]. 心理发展与教育, 2018, 34(5): 533-540.
[10]	洪伟, 刘儒德, 甄瑞, 蒋舒阳, 金芳凯. 成就目标定向与小学生数学学习投入的关系:学业拖延和数学焦虑的中介作用[J]. 心理发展与教育, 2018, 34(2): 191-199.
[11]	回懿, 周雪莲, 李宜逊, 德秀齐, 李虹, 刘翔平. 小学低年级汉语儿童语言能力的发展轨迹:认知能力的预测作用[J]. 心理发展与教育, 2018, 34(1): 73-79.
[12]	李何慧, 陶伍海, 彭聃龄, 丁国盛. 发展性阅读障碍与脑异常的因果关系:研究范式及发现[J]. 心理发展与教育, 2017, 33(5): 631-640.
[13]	刘影, 柴晓运, 龚少英, 桑标. 父母参与作业的自主动机与小学生积极作业情绪:学生作业自主动机与教师支持的作用[J]. 心理发展与教育, 2017, 33(5): 577-586.
[14]	胡卫平, 赵晓媚, 贾培媛, 陈英和. 学思维网络活动对小学生创造性的影响:认知风格的调节作用[J]. 心理发展与教育, 2017, 33(3): 257-264.
[15]	孟泽龙, 张逸玮, 毕鸿燕. 发展性阅读障碍亚类型研究进展[J]. 心理发展与教育, 2017, 33(1): 113-121.

多维度评价

Viewed

Full text

Abstract

Cited

Shared

Discussed