The aim of this experiment was to use behavioral and electrophysiological methods to compare university students with dyslexia and matched skilled readers in a novel word learning experiment that included phonological categorization tasks, a word learning phase and a test phase with matching and semantic tasks. Specifically, we aimed at disentangling two hypotheses. If phonological processing drives novel word learning and if phonological processing is impaired in students with dyslexia, they should perform lower than skilled readers not only in the phonological categorization tasks but also in the matching and semantic tasks. By contrast, if students with dyslexia use semantic knowledge to compensate for their phonological deficits, should be able to reach the same level of performance and show similar enhancements of the N200 and N400 components than skilled readers in the matching and semantic tasks. Results at both behavioral and electrophysiological levels showed that the phonological deficits evidenced in the phonological tasks did not impede students with dyslexia to learn the meaning of novel words, possibly because they mobilized more frontal resources than skilled readers. These results are discussed within a general framework of semantic compensation in adults with dyslexia.

中文翻译：

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阅读障碍的大学生的语义补偿和新颖单词学习。

该实验的目的是使用行为和电生理方法，将一项具有单词分类任务，单词学习阶段以及具有匹配和语义任务的测试阶段的新型单词学习实验，将患有阅读障碍的大学生和匹配的熟练读者进行比较。具体而言，我们旨在弄清两个假设。如果语音处理推动了新颖的单词学习，并且如果阅读障碍的学生的语音处理受到损害，那么他们不仅在语音分类任务中，而且在匹配和语义任务中的表现应低于熟练的读者。相比之下，如果患有阅读障碍的学生使用语义知识来弥补他们的语音缺陷，在匹配和语义任务方面，N200和N400组件应能够达到与熟练读者一样的性能水平，并显示出类似的N200和N400组件增强。行为和电生理水平的结果都表明，语音任务中所显示的语音缺陷并没有妨碍阅读障碍的学生学习新单词的含义，这可能是因为他们动用了比熟练读者更多的正面资源。这些结果在成人阅读障碍的语义补偿的一般框架内进行了讨论。可能是因为他们比熟练的读者动员了更多的前沿资源。这些结果在成人阅读障碍的语义补偿的一般框架内进行了讨论。可能是因为他们比熟练的读者动员了更多的前沿资源。这些结果在成人阅读障碍的语义补偿的一般框架内进行了讨论。