有大量研究结果显示,在语音理解的实验中,以英语为母语的儿童其阅读能力与脑活动分布有一定关联,但是对不同阅读能力的中国儿童神经认知处理的认识仍然贫乏.为了研究中文处理的神经认知及与阅读能力的关系,17名以粤语为母语的六岁学童参与了本研究.他们根据一个中文阅读能力的测试后分为三组.低能力读者为低于文化平均值下2/3标准差的学童;一般能力读者为在文化平均值2/3标准差内的学童;高能力读者指那些阅读能力高于文化平均值下2/3标准差的学童.实验时,学童会听见12对平均分布在三个刺激段的中文音节,他们要判断该对中文音节是否同韵.他们的脑活动会被1.5T磁力共振仪器(依靠血氧水平对比)全程记录下来.结果分析会集中在不同阅读能力学童在语音敏感度上是否会有神经认知上的分别.%While imaging studies with English-speaking children showed that reading achievement of children is associated with their brain profiles during speech perception tasks, little is known about the neurocognitive processing of normal Chinese students with different reading proficiencies. To study the neurocognitive processing on Chinese and the input of reading level on the process, seventeen six year old students with Chinese as their first language were recruited for the research study. These students were further assessed by a reading test to distinguish their Chinese reading ability. Those scored 2/3 deviation below the cultural mean score were classified as low-proficiency readers. Those scored between 2/3 below or above the mean score were classified as intermediate-proficiency readers. Those scored 2/3 standard deviation above the mean score were regarded as high-proficiency readers. During the experiment, 12 pairs of Chinese syllables evenly distributed in three stimuli blocks were presented to the students acoustically and they had to judge whether each pair of syllables was the same in rhyme or not. Throughout the whole process the students' brain activation profiles were assessed by fMRI examination using the BOLD ( blood oxygen level dependent) contrast method in a 1.5 T MRI system. Result analysis was focussed on the possible neurocognitive discrepancies between students of varying reading proficiency on phonological sensitivity.
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