Erklärung von Rechtschreibleistungen durch phonologische und auditiv-sensorische Informationsverarbeitungskompetenzen: Eine Untersuchung mit lese-/rechtschreibgestörten Kindern

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2.1. DAS STÖRUNGSBILD “LESE-/RECHTSCHREIBSCHWÄCHE“

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2.3. KOGNITIONSPSYCHOLOGISCHE KONZEPTE UND METHODEN

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/rechtschreibschwachen Personen... 17 2.3.3.4. Repräsentationsformat innerhalb der phonologischen Schleife ... 20 2.3.3.5. Relevanz des Arbeitsgedächtnisses für den Schriftspracherwerb ... 21

2.4. NEUROPHYSIOLOGISCHE KONZEPTE UND METHODEN

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3.1. PHONOLOGISCHE VERARBEITUNGSDEFIZITE VON KINDERN MIT LESE-/RECHTSCHREIBSCHWÄCHE

(KOGNITIONSPSYCHOLOGISCHE EBENE)...40

3.2. SENSORISCH AUDITORISCHE VERARBEITUNGSDEFIZITE VON KINDERN MIT LESE-/RECHT- SCHREIBSCHWÄCHE (NEUROPHYSIOLOGISCHE EBENE) ...40

3.3. ZUSAMMENHANG ZWISCHEN PHONOLOGISCHEN UND AUDITIV-SENSORISCHEN VERARBEITUNGSDEFIZITEN...41

0(7+2'( 4.1. DESIGN...44

4.2. UNABHÄNGIGE VARIABLEN 'HILQLWLRQGHU*UXSSHQ]XJHK|ULJNHLW44 ([NXUV3UREOHPDWLNGHU'LVNUHSDQ]GHILQLWLRQ 46 ,QVWUXPHQWH]XU(UKHEXQJGHU*UXSSHQ]XJHK|ULJNHLW 47 6WLFKSUREH49 4.2.4.1. Gesamtstichprobe ... 49

4.2.4.2. Parallelisierung der Experimentalgruppen... 51

4.2.4.3. Lese-/Rechtschreibparameter der Experimentalgruppen ... 53

4.2.4.4. Intelligenzwerte der Experimentalgruppen ... 55

$XVVFKOXVVNULWHULHQ57 ,QVWUXPHQWH]XU(UIDVVXQJSRWHQWLHOOHU$XVVFKOXVVNULWHULHQ 57 3V\FKRSDWKRORJLVFKHU6WDWXVGHU([SHULPHQWDOJUXSSHQ58 4.3. ABHÄNGIGE VARIABLEN 3KRQRORJLVFKH9HUDUEHLWXQJ 60 4.3.1.1. Tests zur phonologischen Bewusstheit ... 60

4.3.1.2. Tests zum Arbeitsgedächtnis ... 62

4.3.1.3. Tests zum Abruf aus dem Langzeitgedächtnis... 63

$XGLWLYVHQVRULVFKHV*HGlFKWQLV 64 4.3.2.1. Konzeption eines Paradigmas ... 64

4.3.2.2. Herstellung der MMN-Stimuli... 67

4.3.2.3. Applikation des MMN-Paradigmas ... 73

4.3.2.4. Bearbeitung des kontinuierlichen EEGs ... 74

4.3.2.5. Auswahl der Elektrode(n)... 74

4.3.2.6. Segmentierung der Mismatch Negativity - Kurven ... 75

4.3.2.7. Extraktion der Mismatch Negativity - Variablen... 75

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4.4. KONZEPTE ZUR UNTERSUCHUNG EINES ZUSAMMENHANGS ZWISCHEN KOGNITIONSPSYCHO-

LOGISCHEN UND AUDITIV SENSORISCHEN VERARBEITUNGSDEFIZITEN...76

4.5. VERSUCHSABLAUF...77

4.6. EMPIRISCHE VORHERSAGEN...79

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5.1.1.1.2. Zusammenfassung und Beurteilung hinsichtlich der empirischen Vorhersage 1.a ... 88

5.1.1.1.3. Ergebnisse des Mottier-Tests ... 89

5.1.1.1.4. Zusammenfassung und Beurteilung hinsichtlich der empirischen Vorhersage 1.a ... 91

5.1.1.2. Trigramme ... 92

5.1.1.3. Gedächtnisspannen-Tests... 92

5.1.1.4. Beurteilung der empirischen Vorhersage 1.a ... 93

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5.3.1.2. Verifikation der Realisation der Konstrukte ... 108

5.3.1.3. Adaptation von Richtung und Polung... 110

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(UNOlUXQJVNUDIWGHUDJJUHJLHUWHQDEKlQJLJHQ9DULDEOHQIUGLH5HFKWVFKUHLEOHLVWXQJ 111

5.3.2.1. Aggregation der abhängigen Variablen und Bestimmung der Erklärungskraft der Aggregate ... 111

5.3.2.2. Struktur der Varianzen der kognitionspsychologischen Konstrukte ... 115

5.3.2.3. Implementierung der EEG-Variablen in das Varianzschema der kognitionspsychologischen Konstrukte ... 120

5.3.2.3.1. Regression der einzelnen EEG-Variablen... 120

5.3.2.3.2. Gegenseitige Überschneidung der EEG-Varianzen ... 121

5.3.2.3.3. Additive Varianzbereiche bezüglich der kognitionspsychologischen Konstrukte... 122

5.3.2.3.4. Zusammenfügen der EEG-Varianzen zum Varianzschema der kognitionspsychologischen Konstrukte... 123

5.3.2.4. Beurteilung der empirischen Vorhersage 3a und Zusammenfassung der Untersuchungen zum Erklärungspotenzial der Konstrukte / Ebenen... 130

0RGHOOLHUXQJGHV=XVDPPHQKDQJVSKRQRORJLVFKHUXQGDXGLWLYVHQVRULVFKHU9HUDUEHLWXQJV GHIL]LWH 131 5.3.3.1. Prüfung der Modellstruktur gemäß der empirischen Vorhersage 3b ... 134

5.3.3.1.1. Struktur der kognitionspsychologischen Konstrukte... 134

5.3.3.1.2. Einfügen der EEG-Variablen ... 136

5.3.3.2. Eine Modell-Alternative ... 141

5.3.3.2.1. Struktur der kognitionspsychologischen Konstrukte... 141

5.3.3.2.2. Einfügen der EEG-Variablen ... 143

5.3.3.3. Beurteilung der empirischen Vorhersage 3b und Zusammenfassung der Modell-Prüfung... 146

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6.2.2.1.1. Zeitfenster ... 151

6.2.2.1.2. Form der Potenziale ... 152

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6.2.2.2. Diskussion des schwachen Effektmusters... 152

6.2.2.2.1. Vergleich mit Effektstärken aus der Literatur ... 152

6.2.2.2.2. Interne Validität ... 153

6.2.2.2.3. Variablenvalidität: Diskriminative Aufgabenschwierigkeit ... 154

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6.2.3.1.1. Ablehnung eines generellen Verarbeitungsdefizits ... 156

6.2.3.1.2. Ablehnung eines spezifisch sprachlichen Verarbeitungsdefizits... 157

6.2.3.1.3. Annahme eines Defizits der rasch temporalen Verarbeitung ... 158

6.2.3.2. Weiterführende Aspekte ... 159

6.2.3.2.1. Spektrale Komplexität und „Sprachlichkeit“ der Sprache... 159

6.2.3.2.2. Überlegungen zu einem verlängerten MMN-Integrationsfenster ... 160

6.2.3.3. Zusammenfassung der Diskussion zur Spezifikation eines auditiv sensorischen Defizits ... 161

6.3. ANALYSE DES ZUSAMMENHANGS PHONOLOGISCHER UND AUDITIV SENSORISCHER VERARBEITUNGSDEFIZITE BEI LESE-/RECHTSCHREIBSCHWACHEN KINDERN 'LVNXVVLRQGHU$QDO\VHQ]XP9RUOLHJHQHLQHV=XVDPPHQKDQJV163 6.3.1.1. Psychologische Hypothese 3a... 163

6.3.1.2. Validität der Analyse ... 164

6.3.1.3. Zusammenhänge zwischen Konstrukten und Ebenen ... 164

6.3.1.3.1. Zusammenhang zwischen den kognitionspsychologischen Konstrukten und den EEG-Variablen... 164

6.3.1.3.2. Zusammenhang unter den kognitionspsychologischen Konstrukten... 165

6.3.1.3.3. Zusammenhang unter den EEG-Variablen... 165

6.3.1.4. Anmerkungen zu einzelnen Konstrukten ... 166

6.3.1.4.1. Phonologisches Arbeitsgedächtnis... 166

6.3.1.4.2. Phonologische Bewusstheit... 167

6.3.1.4.3. Abruf aus dem Langzeitgedächtnis ... 1688

'LVNXVVLRQ]XU0RGHOOLHUXQJGHV=XVDPPHQKDQJV169 6.3.2.1. Psychologische Hypothese 3b ... 169

6.3.2.1.1. Bewährungsstatus ... 169

6.3.2.1.2. Ein Weg aus dem Dilemma ... 170

6.3.2.2. Einbettung der Befunde in Literatur ... 173

6.3.2.2.1. Zur Vorstellung verzerrter Repräsentationen an der Basis der Störung ... 173

6.3.2.2.2. Vergleich mit dem LISREL-Modell von Schulte-Körne ... 174

6.3.2.2.3. Bedeutung von Arbeitsgedächtnis bzw. phonologischer Bewusstheit bei der Verursachung der Lese-/Rechtschreibschwäche ... 175

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6.4. DISKUSSION DES GESAMTBILDES NACH ASPEKTEN

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