Research shows that, on average, children with dyslexia behave less categorically in phoneme categorization tasks. This study investigates three subtle ways that struggling readers may perform differently than their typically developing peers in this experimental context: sensitivity to the frequency distribution from which speech tokens are drawn, bias induced by previous stimulus presentations, and fatigue during the course of the task. We replicate findings that reading skill is related to categorical labeling, but we do not find evidence that sensitivity to the stimulus frequency distribution, the influence of previous stimulus presentations, and a measure of task engagement differs in children with dyslexia. It is, therefore, unlikely that the reliable relationship between reading skill and categorical labeling is attributable to artifacts of the task design, abnormal neural encoding, or executive function. Rather, categorical labeling may index a general feature of linguistic development whose causal relationship to literacy remains to be ascertained.

中文翻译：

---

语境对阅读障碍儿童音素分类的影响

研究表明，平均而言，阅读障碍儿童在音素分类任务中的分类表现较差。这项研究调查了在这种实验情况下挣扎的读者可能会表现出与通常发展中的同行不同的三种微妙方式：对从中提取语音标记的频率分布的敏感性，以前的刺激提示引起的偏见以及任务过程中的疲劳感。我们复制了阅读技能与分类标签有关的发现，但我们没有发现证据表明阅读障碍儿童对刺激频率分布的敏感性，先前刺激表现的影响以及任务参与的程度有所不同。因此，阅读技巧和分类标签之间的可靠关系不太可能归因于任务设计，异常的神经编码或执行功能等因素。而是，分类标签可以索引语言发展的一般特征，其与识字的因果关系尚待确定。