ABSTRACT

The present study had two aims. First, we set out to evaluate the structure of processing speed in children by comparing five alternative models: two conceptual models (a unitary model, a complexity model) and three methodological models (a stimulus material model, an output response model, and a timing modality model). Second, we then used the resulting models to predict multiple types of reading, a highly important developmental outcome, using other well-known predictors as covariates. Participants were 844 children enrolled in third through fifth grade in urban public elementary schools who received 16 measures of processing speed that varied in the above dimensions. A two-factor complexity model that differentiated between simple and complex processing speed was the preferred model and fit the data well. Both types of PS predicted reading fluency, and complex (but not simple) PS predicted single word reading and comprehension. Results offer insight to the structure of processing speed, its relation to closely related concepts (such as executive function), and provide nuance to the understanding of the way processing speed influences reading.

 抽象的

本研究有两个目的。首先，我们通过比较五种替代模型来评估儿童处理速度的结构：两种概念模型（单一模型、复杂性模型）和三种方法模型（刺激材料模型、输出响应模型和时间模型）。模态模型）。其次，我们使用其他众所周知的预测因子作为协变量，使用所得模型来预测多种类型的阅读，这是一种非常重要的发展结果。参与者是 844 名城市公立小学三年级至五年级的学生，他们接受了上述维度不同的 16 项处理速度测量。区分简单和复杂处理速度的二因素复杂性模型是首选模型，并且可以很好地拟合数据。两种类型的 PS 都预测阅读流畅性，复杂（但不是简单）PS 预测单个单词的阅读和理解。结果提供了对处理速度的结构及其与密切相关概念（例如执行功能）的关系的洞察，并为理解处理速度影响阅读的方式提供了细微差别。