چکیده:
هدف:در مقالهء حاضر،شواهد و مستندات دربارهء ارتباط مشکلات نارساخوانی با نقص مخچه ارائه میشود.روش:در ابتدا،شواهد مربوط به نقش آشکار مخچه در مهارتهای حرکتی و مهارتهای شناختی،به ویژه در مهارتهای مبتنی بر زبان گفتاری مرور میشود.سپس برخی شواهد آزمایشگاهی مبتنی بر نقص عملکرد مخچه در افراد دارای نارساخوانی بیان میشود.یافتهها و نتیجهگیری:دو گروه از شواهد مد نظر قرار گرفته شدهاند:شواهد رفتاری و شواهد تصویربرداری عصبی.شواهد نشان میدهند که افراد نارساخوان نسبت به گروه کنترل،تفاوتهای چشمگیری دارند.همچنین آزمونهای رفتاری مشابه روی کودکان ضعف در خواندن و با بهره هوشی همسان اجرا شد.سرانجام بر مبنای نقص مخچه از زمان تولد،زنجیرهای علی تکوینی،از رشد نارساخوانی به دست داده شد.
Objective: This review article outlines the thinking and evidence behind our hypothesis that the problems suffered by dyslexic people may be attributable to some cerebellar deficits.
Method: Firstly، we provide an overview of recent evidences that propose a central role for the cerebellum in cognitive skills in particular those scaffolded by spoken language in addition to its well-recognized role in motor skills. Secondly، some evidences from Sheffield Laboratory outlined that cerebellar function is abnormal in dyslexia condition.
Results and Conclusion: Two specific lines of evidence are considered: behavioral and converging evidence from neuroimaging which demonstrate significant differences between the dyslexic and control groups. The same battery of behavioral tests was applied to a group of children who are non-discrepant poor readers. Finally، an ontogenetic casual chain was provided for the development of dyslexia in terms of cerebellar deficits from birth.
خلاصه ماشینی:
یادداشتها (1) developmental dyslexia (2) phonological deficit hypotheses (3) magnocellular hypotheses (4) automatisation (5) phonological awareness (6) reading failure (7) theoretically-motivated tests (8) cause (9) symptoms (01) treatment (11) nausea (21) ADHD (31) specific language impairments (41) dyspraxia (51) generalized learning disabilities (61) precursors (71) subcortical (81) hind-brain (91) dyscoordination or dyscomposition of movements (02) plasticity (12) adaptive learning control (22) lateral cerebellar hemispheres (32) ventrolateral cerebellar dentate nucleus (42) frontal motor areas (52) frontal cortex (62) Broca's language area (72) language dexterity (82) inner language (92) speech perception (03) The Sheffield Dyslexia Research Programme (13) a learning and skills perspective (23) automatisation hypothesis (33) Rapid processing (43) mild cerebellar deficit (53) assumption of specificity (63) standard exclusionary criteria for dyslexia (73) temporal estimation (83) dystonia (93) ataxia (04) Hypotonia (14) effect size (24) severity (34) incidence (44) segmentation (54) repetition of nonsense words (64) postural stability (74) limb shake (84) slow learners (94) Stanovich (05) Shaywitzes (15) UK (25) Snowling et al (35) non-discrepant (45) ND-PR (55) dissociation (65) direct tests of cerebellar anatomy and function (75) positron emission tomography (85) eye-blink conditioning study (95) vermis (06) automatisation (16) static cerebellar tasks (26) readers (36) ipsilateral (46) working memory (56) babbling (66) onset (76) sub-vocally (86) magnetic resonance spectroscopy(MRS) (96) polhemus Ackermann,H.
"The development of phonological skills" Wimmer H,Mayringer H,Raberger T(1999) "Reading and dual-task balancing:Evidence against the automatization dificit explanation of developmental dyslexia"Journal of Learning Disabilities,32:473-478.
"Reading and dual-task balancing: Evidence against the automatization deficit explanation of developmental dyslexia" Journal of Learning Disabilities,32:473-478.