发展性面孔失认症的阅读理解研究——以感知型阅读理解与记忆型阅读理解为例

Study on Reading Comprehension in Developmental Prosopagnosia—Taking Perceptual Reading Comprehension and Memory Reading Comprehension as Examples

摘要: 与正常人群相比，发展性面孔失认症患者的面孔、地形等一系列视觉加工的感知与记忆功能方面存在经典的分离。研究发现，发展性面孔失认症患者在短时记忆方面存在一系列缺陷。已有研究往往关注发展性面孔失认症社会功能方面的缺陷，并未涉及其学习功能。本研究假设发展性面孔失认症患者在阅读理解视觉加工的感知与记忆方面与正常人有差异：在感知型阅读理解方面，其与常人无异；在记忆型阅读理解方面，即当阅读理解涉及记忆时，其表现比常人稍弱。研究结果显示，被试对面孔的记忆能力与学业成绩显著相关，但发展性面孔失认症患者的感知型阅读理解能力与记忆型阅读理解能力均与常人无显著差异。

Abstract: Compared with the normal population, there is a classic separation between the perception and memory functions of a series of visual processing such as faces and terrain in patients with developmental prosopagnosia. Studies have found that people with developmental prosopagnosia have a range of deficits in short-term memory. Previous studies have often focused on deficits in the social functioning of developmental prosopagnosia and have not addressed its learning function. This study hypothesizes that patients with developmental prosopagnosia are different from normal people in terms of perception and memory of visual processing of reading comprehension: in terms of perceptual reading comprehension, they are no different from ordinary people; in terms of memory reading comprehension, that is, when reading comprehension involves memory, its performance is slightly weaker than ordinary people. The results showed that the memory ability of the participants’ faces was significantly correlated with academic performance, but there was no significant difference between the perceptual reading comprehension ability and the memory reading comprehension ability of patients with developmental prosopagnosia and ordinary people.