ABSTRACT

The potential role of iconic memory in dyslexia-specific partial report deficits has never been investigated although it may help distinguish between different visuo-attentional theories of dyslexia. The present study is a first step towards such an investigation within an iconic memory framework. 20 French-speaking university students with dyslexia and 20 controls were administered the partial report task. Five-item strings were displayed for a short duration and participants had to report one item in a cued position (post-cueing condition). A pre-cueing condition was used to control for potential visual and attentional differences in letter identification performance between the dyslexic and control groups. The group difference in accuracy was larger in the post-cueing condition than in the pre-cueing condition. This suggests that crowding and symbol-sound mapping are not causing the dyslexia-specific deficit in partial report tasks, and that iconic memory is a plausible interpretative framework for visuo-attentional deficits in dyslexia.

摘要

偶像记忆在阅读障碍特定的部分报告缺陷中的潜在作用虽然尚未被研究，但是它可能有助于区分阅读障碍的不同视觉注意理论。本研究是在标志性记忆框架内进行此类研究的第一步。对20名说法语的大学生有阅读障碍和20名对照进行了部分报告任务。在短时间内显示了五个项目的字符串，参与者必须报告一个处于提示位置的项目（提示后的情况）。使用预提示条件来控制阅读障碍者和对照组之间字母识别性能的潜在视觉和注意差异。提示后条件下的群体准确性差异要大于提示前条件下的准确性差异。