Abstract：
Dyslexia, a specific difficulty in acquiring proficient reading, is also characterized by reduced short-term memory (STM) capacity. Extensive research indicates that individuals with developmental dyslexia (IDDs) benefit less from exposure, and this hampers their long-term knowledge accumulation. It is well established that long-term knowledge has a great effect on performance in STM tasks, and thus IDDs\' reduced benefit of exposure could potentially reduce their relative performance in such tasks, especially when frequent items, such as digit-words, are used. In this study we used a standard, widely used, STM assessment: the Digit Span subtest from the Wechsler Adult Intelligence Scale. The task was conducted twice: in native language and in second language. As exposure to native language is greater than exposure to second language, we predicted that IDDs\' performance in the task administered in native language will reveal a larger group difference as compared to second language, due to IDDs\' reduced benefit of item frequency. The prediction was confirmed, in line with the hypothesis that reduced STM in dyslexia to a large extent reflects reduced benefits from long-term item frequency and not a reduced STM per se.
摘要：
阅读障碍,获得熟练阅读的特定困难，其特征还在于短期记忆(STM)容量降低。广泛的研究表明，患有发展性阅读障碍（IDD）的人从暴露中受益较少，这阻碍了他们长期的知识积累。众所周知，长期知识对STM任务的性能有很大影响，因此，IDD暴露的好处减少可能会降低它们在此类任务中的相对性能，特别是当频繁的项目，如数字字，使用。在这项研究中，我们使用了一个标准，广泛使用,STM评估：韦氏成人智力量表的数字跨度分测验。该任务进行了两次：母语和第二语言。因为接触母语大于接触第二语言，我们预测，与第二语言相比，IDDs在以母语管理的任务中的表现将显示出更大的群体差异，由于IDD\'减少了项目频率的好处。预测得到了证实，与以下假设一致：阅读障碍中STM的减少在很大程度上反映了长期项目频率的减少，而不是STM本身的减少。
