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听写困难是指儿童阅读正常而听写落后的现象,是儿童学习障碍的一种类型。本研究通过两个系列实验,对比听写困难儿童不同水平部件表征的激活速度差异,间接考察了听写困难儿童在部件加工过程中的二级整体干扰效应。结果表明,听写困难儿童在部件的加工过程中未发现二级整体干扰效应,而正常儿童存在明显的整体干扰效应。出现这一结果,既可能是因为听写困难儿童存在整体字形表征的一般缺陷,也可能是因为听写困难儿童存在二级整体字形表征的加工延迟。
Dysphoria refers to the phenomenon of children reading normal and dictation is a type of learning disabilities in children. In this study, two series of experiments were conducted to compare the activation speed differences of different levels of children with dictation dysfunction, indirectly examining the secondary overall disturbance effects of children with dictation in the processing of parts. The results showed that children with dysthymia did not find secondary disruptive effects during the processing of components, while normal children had obvious overall disruptive effects. This result may occur either because of the general defects in the overall glyph representation of children with dictation difficulties or because of the processing delay in the presence of secondary overall glyphs for children with dictation difficulties.