Der FRAG als computergestütztes diagnostisches Verfahren zur Erfassung der visuellen Worterkennung
Abstract
Zusammenfassung: Der computergestützte Wortfragmentationstest FRAG wird in der kognitiven Psychologie zur modellgeleiteten Untersuchung perzeptuell-attentiver wie auch lexikalischer Prozesse verwendet. In der vorliegenden Studie untersuchen wir die klinische Brauchbarkeit und die differentielle Validität des FRAG bei einer Stichprobe von hirngeschädigten Patienten. Die Ergebnisse deuten darauf hin, dass der FRAG in der Lage ist, zwischen aphasischen und nicht-aphasischen Patienten auch individuell bei guter Reliabilität und Validität zu unterscheiden. Wie erwartet, zeigen Aphasiker beim Erkennen von Wörtern gegenüber nicht-aphasischen Patienten und studentischen Versuchspersonen eine verringerte Lesegeschwindigkeit und -genauigkeit. Eine funktionelle Analyse des Leseprozesses deutet ferner auf spezifische Lesedefizite bei Aphasikern hin. Insgesamt könnte der FRAG eine Ergänzung zu anderen Lesetests im Hinblick auf eine funktionelle, modellgeleitete Diagnose von Lesestörungen darstellen. Allerdings müssen vor einem routinemäßigen Einsatz noch umfangreichere Validierungs- und Normierungsstudien durchgeführt werden.
Abstract: The computerized word fragmentation test FRAG is commonly used in cognitive psychology to assess perceptual-attentive (bottom-up) and lexical (top-down) processes within the framework of a recent computational model of reading. In this study the neuropsychological applicability and validity of the FRAG is investigated in a sample of brain-damaged patients. Our results suggest that the FRAG allows one to discriminate performance of aphasic and nonaphasic patients while being satisfactorily reliable and valid. Compared to the non-aphasic patients and students, the aphasic patients showed a reduced speed and accuracy of reading. Additionally, a functional analysis of the reading process suggests specific reading deficiencies in aphasic patients. Altogether, the FRAG might be an adequate complement to other reading tests for the model-guided assessment of functional deficits in the reading process. However, further studies are necessary to provide a more conclusive picture about its validity and norms.
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