Automation fault

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An automation disorder occurs when a neural routine process in humans , which is actually supposed to run automatically and therefore unconsciously, is instead consciously processed. As a result, the process ties up more resources in the brain and generally takes place at a slower pace. Automation disorders can be a cause of learning difficulties in children.

definition

Automation disorders are neuronal routine processes which deviate from normality and which, instead of being unconsciously processed, are processed in a controlled manner in cortical areas in deeper brain areas such as the cerebellum. This is based on a different non-technical definition of the term automation, as it was first presented by RM Shiffrin & W. Schneider in two publications "Controlled and automatic human information processing" in the "Psychological Review" in 1977.

History and background

Shiffrin and Schneider carried out the first comprehensive elaboration on the subject of automation in 1977. As part of a more than sixty-page publication in the “Psychological Review”, they presented fundamental findings on information processing in the human brain. Shiffrin and Schneider differentiated between conscious and automated information processing. In doing so, they found out fundamental, neurobiologically given laws for learning.

In essence, the two scientists compared the following differences between controlled (= conscious) and automated (= unconscious) information processing:

Forms of information processing
Conscious information processing Automated information processing
Element A disturbance-free act only Element Multiple interference-free actions
Element Active attention required Element No active attention
Element capacity limited Element Not capacity limited
Element short-term memory Long-term memory element
Element Easily programmable Element Extended practice required
Element Easily changeable Element difficult to change / suppress
Element fully aware Element unconscious

Another milestone in unlocking the meaning of “automation” and “automation disorders” can be found in the textbook by AJ Fawcett & R. Nicolson “Dyslexia in Children”: “We mean, however, that the impaired reading skills are only the tip of an iceberg and that almost all basic skills - such as processing speed and motor skills are likely to be impaired. The reason, we believe, for the apparent specificity of the impaired skills is that dyslexic children manage to hide their deficits in many skills and situations by consciously compensating for their incomplete automation with greater effort. "

The targeted detection and treatment of automation disorders also poses challenges for experienced physicians or therapists. So far, the disorder has only been examined in partial aspects: For example, the term AVWS (auditory processing and perception disorders) can be found for the hearing area , which describes impairments in the central processing of acoustic information.

Automation disorders are found in all basic sensory modalities (hearing, sight, motor skills); Corresponding impairments can be seen, for example, in people with ADD / AHDS (attention deficit syndrome with and without hyperactivity) and LRS / dyslexia (reading and writing difficulties ).

Deficits in the so-called low-level functions represent one aspect of automation disorders . These are basic neural skills such as time processing, pitch discrimination or directional hearing. More recent findings from brain research come to the result that there is a direct connection between low-level functions and language processing: “The available data clearly support the assumption of a common neural network for fast temporal information processing in the listening area for both language and non-language Signals that lie in the left superior temporal areas. "

Areas of application

Automation faults are the basis - often undetected - of numerous abnormalities in the processing of sensory stimuli, which should actually be automated. For example, the pitch distinction in normally developed preschool children is automated to such an extent that the detection of a semitone interval can be objectively proven using Mismatch Negativity ( MMN ). In preschool children with speech abnormalities, on the other hand, Holopainen has demonstrated an automation disorder in pitch differentiation using MMN . Baldeweg et al. in adult dyslexics. The pitch distinction is particularly important for the recognition of vowels or prosody .

Relation to (school) partial performance disorders

Particularly in the area of ​​(school) partial performance disorders, the connection between basic automation disorders and learning disorders such as reading and spelling weaknesses (LRS), arithmetic weaknesses or impaired attention and perception skills is repeatedly discussed. The first indications of automation disorders and their consequences for higher abilities such as language and perception can be found as early as 1980 in studies by Musiek on children with central hearing disorders.

Studies and Research

In several studies, significant deficits in neuronal processing were found, especially in children with LRS. As early as 2001, a study by the Hannover Medical School (MHH) showed that children with poor spelling skills had significant impairments in their low-level functions. Compared to non-LRS children, LRS children showed up to four times worse performance in the area of ​​their low-level functions.

Research by Nicolson and Fawcett showed that LRS children had a reaction time that was several hundred milliseconds slower when processing verbal information. This always applied when it came to voting decisions with subsequent reactions . In the examinations there, the test subjects were asked to say as quickly as possible whether the word they heard was a real word or a pseudo word.

Funding / treatment options

The consequences of uncorrected automation deficits show u. a. Schneider in a long-term study on the development of children and adolescents with reading and writing difficulties. "From adolescence to early adulthood, there was no noticeable increase in performance in their spelling skills." Targeted early support, on the other hand, helps to counteract central developmental disorders in children and adolescents.

literature

Individual evidence

  1. ↑ Warnke F .: Training of central automation disorders in LRS children , University of Munich Clinic (Clinic and Polyclinic for Child and Adolescent Psychiatry, Psychosomatics and Psychotherapy), abstracts for the 2002 Spring Symposium, here online
  2. ↑ Schulte-Körne G., Remschmidt H .: Dyslexia - Symptoms, Diagnosis, Causes, Course and Treatment , Dtsch Arztebl 2003; 100 (7): A-396 / B-350 / C-333, online here
  3. ^ Whoever writes with an h , press release of the TU Chemnitz (6/08); here online
  4. ↑ a b R.M. Shiffrin & W. Schneider "Controlled and automatic human information processing", Psychological Review (1977), 84, pp. 1-66 and 127-190
  5. ^ Fawcett, AJ / Nicolson, R .: Dyslexia in Children, Harvester Wheatsheaf (1995), ISBN 0-7450-1636-7 , p. 184
  6. ↑ Warnke, Fred: The clock of the brain, p. 18 ff., V&R Verlag, Göttingen 2005
  7. ↑ Zaehle, T. / Wüstenberg, T. / Meyer, M., Jäncke, L .: Evidence for rapid auditory perception as the foundation of speech processing: a sparse temporal sampling fMRI study, European Journal of Neuroscience, pp. 1-10, 2004
  8. ↑ Holopainen, IE: Attenuated auditory event-related potential (mismatch negativity) in children with developmental dysphasia, Neuropediatrics, 1997 Oct; 28 (5): pp. 253-256
  9. ↑ Baldeweg et al .: Impaired Auditory Frequency Discrimination in Dyslexia Detected with Mismatch Negativity, Annals of Neurology Vol. 45 No. April 4, 1999, pp. 495-503
  10. ↑ Musiek, F .: Auditory Perception Problems in Children, Lyrangoscope 90 (1980), pp. 962-971
  11. ↑ Michalski, Sabine / Tewes, Uwe: Central hearing disorders demonstrably trainable ?, Hörrakustik 10/2001
  12. ^ Tewes, Uwe / Steffen, Sabrina / Warnke, Fred: Automation disorders as a cause of learning problems, Forum Logopädie 1/2003, pp. 24–30
  13. ↑ Hanser / Warnke, Nachhilfe Ade, Brain and Spirit 1/2004 pages 64ff., Spectrum of Science
  14. ↑ Nicolson, Rod / Fawcett, Angela, Quarterly Journal of Experimental Psychology, 1994, 47A (1) pp. 29-48
  15. ^ Schneider, W. et al. (2006): "Development of Spelling Skills: Longitudinal Findings of the Munich LOGIK Study"
  16. ↑ Schneider-W: “Early training helps” in “Central Developmental Disorders in Children and Adolescents” (2001) Klett-Cotta, Stuttgart, pp. 111-133