【摘要】 目的探讨阅读障碍者对视听觉双通道信息加工的处理能力的差异。方法要求被试辨认同时呈现的左右单侧视野视觉刺激与高低纯音的四种组合关系。结果1.头皮前部听觉相关波形P60的峰潜伏期的组间主效应显著,N160波幅的组间主效应显著;2.头皮后部视觉相关波形P110的峰潜伏期的组间主效应显著,阅读障碍儿童的峰潜伏期明显的比正常儿童延迟,分别为130.4ms和102.5ms;3.阅读障碍儿童对同时呈现的视听觉信号辨认的正确率为78.9%,与正常对照组比较差异有显著性;但反应时差异无显著性。结论阅读障碍儿童对视听觉信息的加工符合视听信息整合的相互作用模式,但是,工作效能比正常儿童弱,主要的表现仍然是潜伏期的显著延长,波幅强度较低。当双通道信息输入时,阅读障碍儿童的行为表现与单通道信息加工模式明显不同,可能由于心理资源有限,不能同时处理过多的外界刺激,以致错误率高。更多还原

【Abstract】 ObjectiveTo explore the neuropsychological feature of developmental dyslexia, especially in audio-visual integration. MethodsThe combinations of lateral visual stimuli with pure tones auditory stimuli were presented and the scalp potentials were recorded by ERP analyses system. ResultsFirstly, the significant main effect exits between two children in auditory-related brain potential such as P_ 60, N160.Secondly, the main effect of latency of P 110 is significant. The latency of dyslexia is more delayed markedly than that of normal. Thirdly, the accuracy of dyslexia is lower than that of normal but the response time doesn’t reach the significant level. ConclusionThe processing of audio-visual integration of development dyslexia is in according with the model of interaction. The significant delay of latency and the marked descent of amplitude perhaps are the main neuropsychological character in dyslexia. On the other hand, the behavior results of dyslexia differ from single modal. Those results elucidate dyslexia may have limited mental resource that they couldn’t deal with so much signals.更多还原