ABSTRACT

The relationship between phonological knowledge and reading is consistent both in typically developing children and in children with dyslexia. However, children with dyslexia usually show lower phonological skills. In a group of children with dyslexia 8- to 12-year-old we investigated how different long-term memory phonological associations are updated in memory, that is how are kept in mind and replaced when no longer relevant. Response times (RTs) and accuracy rates were collected. Typically, long-term memory associations are dismantled and updated with greater difficulty (longer RTs). We did not replicate these findings in children with dyslexia thus demonstrating the effects of phonological disruption during updating, a mechanism that is preserved overall. In summary, our work advances literature about how phonological knowledge impacts verbal working memory updating.

摘要

语音知识和阅读之间的关系在正常发育的儿童和有阅读障碍的儿童中都是一致的。然而，患有阅读障碍的儿童通常表现出较低的语音技能。在一组 8 至 12 岁的阅读障碍儿童中，我们调查了不同的长期记忆语音关联如何在记忆中更新，即在不再相关时如何记住和替换。收集了响应时间 (RT) 和准确率。通常，拆除和更新长期记忆关联的难度更大（更长的 RT）。我们没有在患有阅读障碍的儿童中复制这些发现，因此证明了更新过程中语音中断的影响，这是一种整体保留的机制。总之，