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Wibke M. Hachmann Louisa Bogaerts Arnaud Szmalec Evy Woumans Wouter Duyck Remo Job 《Annals of dyslexia》2014,64(2):121-136
Recent findings suggest that people with dyslexia experience difficulties with the learning of serial order information during the transition from short- to long-term memory (Szmalec et al. Journal of Experimental Psychology: Learning, Memory, & Cognition 37(5): 1270-1279, 2011). At the same time, models of short-term memory increasingly incorporate a distinction of order and item processing (Majerus et al. Cognition 107: 395-419, 2008). The current study is aimed to investigate whether serial order processing deficiencies in dyslexia can be traced back to a selective impairment of short-term memory for serial order and whether this impairment also affects processing beyond the verbal domain. A sample of 26 adults with dyslexia and a group of age and IQ-matched controls participated in a 2?×?2?×?2 experiment in which we assessed short-term recognition performance for order and item information, using both verbal and nonverbal material. Our findings indicate that, irrespective of the type of material, participants with dyslexia recalled the individual items with the same accuracy as the matched control group, whereas the ability to recognize the serial order in which those items were presented appeared to be affected in the dyslexia group. We conclude that dyslexia is characterized by a selective impairment of short-term memory for serial order, but not for item information, and discuss the integration of these findings into current theoretical views on dyslexia and its associated dysfunctions. 相似文献
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Vuijk PJ Hartman E Mombarg R Scherder E Visscher C 《Journal of learning disabilities》2011,44(3):276-282
A heterogeneous sample of 137 school-aged children with learning disabilities (IQ > 80) attending special needs schools was examined on the Movement Assessment Battery for Children (MABC). The results show that compared to the available norm scores, 52.6% of the children tested performed below the 15th percentile on manual dexterity, 40.9% on ball skills, and 33.7% on balance skills. Furthermore, after controlling for IQ, significant small to moderate partial correlations were found between spelling and mathematics and the MABC total score, as well as small to moderate correlations between mathematics and balance, between reading and ball skills, and between spelling and manual dexterity. The present findings are compared with previously reported results obtained in more homogenous groups, and based on the resultant relationships between academic performance and motor development, recommendations for future motor intervention studies are made. 相似文献
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Thomas Maier Beat Müller Remo Allemann Thomas Steiner Jon Peter Wehrlin 《Journal of sports sciences》2019,37(7):833-838
The rim width of cross-country mountain bike wheel sets has increased in recent years, but the effect of this increase on performance remains unknown. The aim of this study was to analyse the influence of rim width on rolling resistance and off-road speed. We compared 3 tubeless wheel sets: 25 mm inner width as baseline, 30 mm width with the same tyre stiffness, and 30 mm width with the same tyre pressure. Three riders conducted 75 rolling resistance tests for each wheel set on a cross-country course. We determined rolling resistance using the virtual elevation method and calculated off-road speeds for flat and uphill conditions using a mathematical model. Baseline rolling resistance (Cr) was 0.0298, 90% CI [0.0286, 0.0310], which decreased by 1.4%, [0.7, 2.2] with the wider rim and the same tyre stiffness and increased by 0.9%, [0.1, 1.6] with the wider rim and the same tyre pressure. The corresponding effects on off-road speed were most likely trivial (0.0% to 0.7% faster and 0.1% to 0.6% slower, respectively). Because the effect of rim width on off-road speed seems negligible, athletes should choose the rim width that offers the best bike handling and should experiment with low tyre pressures. 相似文献
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According to dual-route models of reading,consistency effects in pseudoword reading areevidence for the activation of lexicalinformation. We investigated whether thislexical interference has a semantic or anon-semantic origin. In Experiment 1,participants named aloud a set of words andpseudowords. The consistency effect in readingpseudowords co-occurred with associativepriming effects in reading words but not withsemantic priming effects. In Experiment 2, onlywords were presented. Comparable effects ofboth associative priming and semantic primingin naming words were found. This patternprovides evidence for the existence of alexical non-semantic pathway in reading aloud.It also shows that this pathway is sensitive toassociative relations among words. Finally, itcalls into question the likelihood of afeedback mechanism from the semantic system tothe orthographic input lexicon. 相似文献
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