原始数据_发展性阅读障碍儿童对言语刺激的快速视听时间再校准缺陷

研究内容：发展性阅读障碍儿童对言语刺激的快速视听时间再校准缺陷<br>数据集构成：研究包含两个实验，实验1是发展性阅读障碍儿童对言语刺激快速视听时间再校准能力的行为研究，实验二是发展性阅读障碍儿童对言语刺激快速视听时间再校准能力的EEG研究。实验1包含人口学、阅读以及阅读相关认知技能测试以及行为实验的原始数据；实验2包含人口学、阅读以及阅读相关认知技能测试以及EEG实验的原始数据。注：EEG数据被试编号首数字“1”代表发展性阅读障碍被试，“2”代表正常对照组被试。<br>实验仪器实验1：Lenovo Legion 7 15.6 英寸笔记本电脑、SONY MDR-EX15AP耳机实验2：Lenovo LS2224A 21.5 英寸台式机、SONY MDR-EX15AP 耳机<br>量表/测试《小学生识字量评价量表》 (王孝玲, 陶保平, 1996)联合型瑞文推理测试(李丹, 陈国鹏, 1989)《精神障碍诊断与统计手册》第五版-注意缺陷多动障碍量表阅读流畅性测试：测试包含 160 个中高频汉字，要求被试在一分钟之内又快又准地读出这些汉字。阅读准确性测试：测试包含 172 个汉字，字频从高到低排列，要求被试将认识的汉字全部读出来。语素意识测试：测试包含 20 道判断题，要求被试判断一对双字词中相同汉字的意思是否相同，例如“信封”和“信任”中的“信”意思是否相同。语音意识测试：语音意识测试包含三个子测试，需要被试分别对汉字的声母、韵母和声调进行辨别。每个子测试包含 10 道选择题，要求被试从连续呈现的三个汉字字音中选出一个在声母/韵母/声调上不同于另外两个的字音。快速命名测试：快速命名(rapid automatized naming, RAN)测试包含图片 RAN和数字 RAN 两个子测试。图片 RAN 测试的刺激材料为花、书、狗、手、鞋五幅图片，随机排列成六行五列的矩阵，要求被试按照从左往右、从上往下的顺序又快又准地读出图片的名称，主试记录用时。数字 RAN 测试则将刺激材料替换为 2、 4、 6、 7、 9 这五个数字，测试过程与图片 RAN 测试相同。每个子测试施测两次，取平均时间作为相应子测试的成绩。短时(工作)记忆测试： 包含顺序记忆和逆序记忆两个子测试。在顺序记忆测试中，给被试听一串数字，要求被试听完后按原顺序复述一遍。在逆序记忆测试中，同样给被试听一串数字， 但要求被试听完后按相反的顺序复述一遍。测试时，随着被试正确复述数字串个数的增加，数字串中包含的数字个数也逐渐增加，被试漏答、错答、多答或答错顺序均记为错误。当被试在各子测试中连续错误两次时停止测试。正字法意识测试： 正字法意识测试为真、假字辨别任务，要求被试判断看到的视觉刺激是否为真实存在的汉字。<br>实验/数据分析/作图软件E-prime 3.0 Neuroscan Origin Pro 2021SPSS version 26G*Power 3.1.9.7汉语发展性阅读障碍预测评估系统 1.0MATLAB R2020aEEGLAB 2022.0ADJUST 1.1.1CSD toolbox 1.1BrainNet Viewer 1.7Circular Statistics Toolbox (Directional Statistics)

Research Content: Deficits in rapid audiovisual temporal recalibration to speech stimuli in children with developmental dyslexia
Dataset Composition: This study includes two experiments. Experiment 1 is a behavioral study investigating the rapid audiovisual temporal recalibration ability to speech stimuli in children with developmental dyslexia, while Experiment 2 is an EEG study on the same topic. Experiment 1 contains raw data from demographic tests, reading and reading-related cognitive skill assessments, and the behavioral experiment; Experiment 2 contains raw data from demographic tests, reading and reading-related cognitive skill assessments, and the EEG experiment. Note: The first digit of the participant ID in EEG data indicates the group: "1" represents participants with developmental dyslexia, and "2" represents typically developing control participants.
Experimental Apparatus: Experiment 1: Lenovo Legion 7 15.6-inch laptop, SONY MDR-EX15AP headphones. Experiment 2: Lenovo LS2224A 21.5-inch desktop computer, SONY MDR-EX15AP headphones.
Scales and Tests: Primary School Students Character Recognition Assessment Scale (Wang, X., Tao, B., 1996); Combined Raven's Progressive Matrices Test (Li, D., Chen, G., 1989); Diagnostic and Statistical Manual of Mental Disorders Fifth Edition - Attention Deficit Hyperactivity Disorder Rating Scale; Reading Fluency Test: The test consists of 160 high- and medium-frequency Chinese characters, and participants are required to read these characters as quickly and accurately as possible within one minute.
Reading Accuracy Test: The test includes 172 Chinese characters arranged in order of decreasing word frequency, and participants are asked to read out all the characters they recognize.
Morphemic Awareness Test: The test contains 20 true-false questions, requiring participants to judge whether the meaning of the same Chinese character in a pair of two-character words is identical, e.g., whether the meaning of the character "信" in "信封" (envelope) and "信任" (trust) is the same.
Phonological Awareness Test: This test includes three subtests, which require participants to discriminate the initial consonant, final, and tone of Chinese characters respectively. Each subtest contains 10 multiple-choice questions, asking participants to select one character's pronunciation that differs from the other two in initial consonant, final, or tone among three consecutively presented character sounds.
Rapid Automatized Naming (RAN) Test: This test includes two subtests: picture RAN and digit RAN. The stimulus materials for the picture RAN test are five images of flower, book, dog, hand, and shoe, randomly arranged into a matrix of 6 rows and 5 columns. Participants are required to read the names of the images from left to right and top to bottom as quickly and accurately as possible, and the examiner records the time taken. The digit RAN test replaces the stimulus materials with five digits: 2, 4, 6, 7, 9, and the test procedure is the same as the picture RAN test. Each subtest is administered twice, and the average time is taken as the performance score for the corresponding subtest.
Short-term (Working) Memory Test: This test includes two subtests: forward digit span and backward digit span. In the forward digit span test, participants are presented with a sequence of digits and asked to repeat them in the original order after listening. In the backward digit span test, participants are also presented with a sequence of digits, but required to repeat them in reverse order. During the test, the length of the digit sequence increases as the number of correctly repeated digit sequences by the participant increases. Errors are recorded for omissions, incorrect responses, extra responses, or incorrect order. The test stops when the participant makes two consecutive errors in each subtest.
Orthographic Awareness Test: This test is a true/false character discrimination task, requiring participants to judge whether the visual stimulus presented is a real existing Chinese character.
Experimental, Data Analysis and Plotting Software: E-prime 3.0, Neuroscan Origin Pro 2021, SPSS version 26, G*Power 3.1.9.7, Chinese Developmental Dyslexia Prediction and Assessment System 1.0, MATLAB R2020a, EEGLAB 2022.0, ADJUST 1.1.1, CSD toolbox 1.1, BrainNet Viewer 1.7, Circular Statistics Toolbox (Directional Statistics)