| As an important cognitive ability of learning,executive function plays an irreplaceable role in the development of children's reading.Executive functions include three subcomponents:working memory,inhibition control,and cognitive flexibility.In the Pinyin text system,a number of studies have directly or indirectly proved that there is a close relationship between working memory,inhibition control,cognitive flexibility,word recognition and reading comprehension.Children with dyslexia show different characteristics in these three aspects.However,there is no unified conclusion on this issue in the Chinese system,especially in Chinese.What is the relationship between executive function,word recognition and reading comprehension?Is it consistent with the Pinyin text system?How do children with different subtypes of Chinese dyslexia perform in working memory,inhibition control,and cognitive flexibility?Based on this,it is necessary to further investigate the characteristics of executive function subcomponents of children with different types of Chinese dyslexia(word reading deficit children,specific reading comprehension deficit children and both word reading and reading comprehension deficit children),and explore the subcomponents of executive function and Chinese word recognition and reading comprehension relationship.The research mainly includes the following:Study 1:Using 113 randomly selected primary school students from grades 2,3,4 and 5 of a primary school as subjects,using tests such as working memory,inhibition control,cognitive flexibility,word recognition,reading comprehension,etc.,through correlation and regression analyze and investigate the relationship between the sub-components of executive function and the performance of word recognition and reading comprehension in Chinese language,and further analyze the executive function factors that affect word recognition and reading comprehension,and provide a basis for the next experimental research..Study 2:Using 1-back and 2-back tasks to examine the working memory ability of three types of Chinese dyslexia children,and compare with the age-matched group and ability-matched group to explore the working memory of children with different subtypes of Chinese dyslexia features.Study 3:Use color and shape Go/No go tasks to examine the inhibition control ability of three types of Chinese dyslexia children,and compare with age-matched group and ability-matched group to explore the inhibition control of children with different types of Chinese dyslexia features.Study 4:Use the domain general multi-dimensional card classification task and the domain specific card classification task to examine the cognitive flexibility of three types of Chinese children with dyslexia,and compare them with the age-matched group and the ability-matched group to explore the differences characteristics of cognitive flexibility in children with subtype Chinese dyslexia.The study reached the following conclusions:1.The three subcomponents of executive function were significantly related to word recognition.Working memory and cognitive flexibility were significantly related to reading comprehension.No close relationship was found between inhibition control and reading comprehension.2.Word reading deficit group,specific reading comprehension deficit group and both word reading and reading comprehension deficit group had significantly lower working memory scores than the age-matched group.There was no significant difference in working memory among the three types of Chinese dyslexia children,indicating that the three types of Chinese dyslexia children's working memory deficits are consistent;however,the causes of the three types of children's working memory deficits may be different.3.In terms of the execution of the inhibition control,combined with the response time and error rate results,only the word reading deficit group and the reading comprehension group had significantly lower inhibition control responses than the age-matched group;there was no statistically significant difference between the three groups.Their inhibition control deficits are consistent.4.There was no significant difference in cognitive flexibility between the word reading deficit group,specific reading comprehension deficit group,and both word reading and reading comprehension deficit group,there was no difference with the age matching group.This study did not find a close relationship between cognitive flexibility and dyslexia5.The word reading deficit group and specific reading comprehension deficit group showed developmental retardation in working memory and inhition control;while the children with both word reading and reading comprehension deficit group showed developmental retardation only in working memory tasks.The three types of children were not found to have the characteristics of delayed development of cognitive flexibility. |
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