不同学习障碍亚型儿童的认知功能比较

目的:探讨不同学习障碍亚型儿童的认知缺损特点。方法:采用智力测验、成就测验、教师提名、学业成绩相结合的综合标准甄选学习障碍儿童,在长沙市三所小学随机选取4～6年级共12个班,从中抽取混合型学习障碍儿童23名,数学障碍儿童24名,阅读障碍儿童25名,学习正常儿童24名。采用工作记忆成套测验、中国修订韦氏儿童智力量表(C-WISC)之分类分测验、龚氏非文字智力测验之图形分类、图案接龙、填数型分测验对各组被试进行测试。结果:学习障碍各组工作记忆容量、执行功能、加工速度均显著低于正常组,非文字智力测验之填数型、图案接龙以及韦氏智力测验之分类测验成绩亦显著低于正常组。三个学习障碍组之间比较发现,阅读障碍组在空间后退分测验上得分高于混合障碍组,填数型测验成绩高于数学障碍组和混合障碍组;混合障碍组不一致条件下的Stroop数字计数分数低于阅读障碍组,递加和递减时间长于数学障碍和阅读障碍组,加工速度低于数学障碍和阅读障碍组。结论:不同类型的学习障碍儿童存在某些共同而普遍的认知缺损,学习障碍儿童的认知损害可能是领域一般性的。     

工作记忆成套测验的编制及在小学生中的初步效度分析

目的：编制一种工作记忆的成套评估工具，并在小学生中初步检验其使用效度。方法：工作记忆成套测验（the Working Memory Battery，WMB）南数字排序、数字倒背、空间排序、空间后退、Stroop数字计数、数字划销、阅读速度和计算速度8个分测验组成，归纳为听觉工作记忆，视觉工作记忆、执行功能、加工速度四个维度。96名小学4-6年级学生接受了工作记忆成套测验及龚氏非文字智力测验的图案接龙、图形分类、填数型分测验．中国修订韦氏儿童智力测验（C-WISC）的分类和心算分测验，以及范小玲、龚耀先编制的4～6年级多重成就测验的阅读分测验的测量。结果：工作记忆成套测验各分测验与其所属维度呈高度相关（r=0．767～0．919），与其他维度呈中、低相关（r=0．107～0．760）。探索性因素分析提取出两个因子，两因子累计可解释方差变异的62．069％。除非文字智力测验的罔形分类测验与听觉工作记忆和执行功能维度无明显相关外，工作记忆四个维度与非文字图形分类、填数型、图案接龙、韦氏分类、韦氏算术以及阅读测验均有显著相关。结论：工作记忆成套测验具有较好的结构效度和效标效度，可进一步扩大样本，建立全国或区域常模。     

数学障碍儿童的工作记忆研究

目的：探讨数学障碍儿童的工作记忆状况。方法：采用智力测睑、成就测验、教师提名、学业成绩相结合的综合标准甑选数学障碍儿童，在长沙市三所小学随机选取4～6年级共12个班，从中抽取24名数学障碍儿童和24名学习正常儿童。采用工作记忆成套测验对2组被试进行评估。结果：数学障碍组除空间排序、空间后退以及数字划销3个分测验外，在工作记忆成套测验其它各分测验及各维度上的成绩均显著低于学习正常组（P〈0．001～0．05）。结论：数学障碍儿童工作记忆存在普遍缺陷。     

学习障碍儿童记忆的比较研究 Ⅰ.学习障碍儿童的短时记忆和工作记忆

目的：考查学习障碍儿童的短时记忆和工作记忆及各型学习障碍儿童短时记忆特征，比较短时记忆和工作记忆对学习的相对贡献。方法：根据儿童的学科成绩、智力水平、教师对学习能力的评定，结合临床观察，从三所小学１５６４名学生中筛查出学习障碍儿童９７人（男７１人，女２６人），正常学习儿童６３人（男３６，女２７人），并根据主要困难所在把学习障碍儿童分为三组：语文障碍（３１人）、数学障碍（２１人）和混合型障碍（４５人）。对每个入组儿童作个别记忆测查，内容包括短时记忆（数字、汉词和符号）和工作记忆（数字、汉词、符号、故事）。结果：混合型障碍的短时记忆和工作记忆均低于对照组，语文障碍对言语材料的短时记忆和工作记忆中的故事理解低于对照组，数学障碍仅言语材料的短时记忆低于对照组；三型学习障碍之间仅在数字广度和故事Ⅱ阅读理解二项任务上有差异；短时记忆和工作记忆与学习成绩均有中度相关，工作记忆与数学成绩的相关更高。结论：学习障碍儿童存在共同的短时记忆和工作记忆缺陷，但缺陷程度有差异，这种缺陷可能与言语编码缺陷或记忆系统本身功能障碍有关。     

学习障碍儿童的工作记忆研究

目的：探讨学习障碍儿童的工作记忆状况。方法：采用智力测验、成就测验、教师提名、学业成绩相结合的综合标准甑选学习障碍儿童，在长沙市三所小学随机选取4～6年级共12个班，从中抽取24名学习障碍儿童和24名学习正常儿童。采用工作记忆成套测验对2组被试进行评估。结果：学习障碍组工作记忆成套测验的各分测验得分和各维度得分均显著低于学习正常组（P〈0．004～0．05））。结论：学习障碍儿童工作记忆各成分存在普遍缺陷。     

注意缺陷多动障碍儿童的工作记忆损害特征

目的:探讨注意缺陷多动障碍(ADHD)儿童工作记忆功能特征。方法:本研究为横断面研究。根据美国精神疾病诊断和统计手册第4版(DSM-IV),对符合ADHD诊断标准的未经治疗的100名门诊患儿及年龄、性别相匹配的100名正常儿童分别采用韦氏儿童智力测验量表中国修订本(C-WISC)及其中的顺背数字(反映言语存贮、加工)、倒背数字(反映言语存贮、加工、中央执行)、Corsi木块和空间n-Back任务(反映视空间存贮和中央执行)进行言语及空间工作记忆测试。结果:ADHD组儿童在顺背数字最高位数及总得分、倒背数字最高位数及总得分、Corsi木块最多木块数及总得分均低于对照组儿童,空间2-Back任务反应时短于对照组儿童(均P0.05)。结论:ADHD儿童存在工作记忆功能缺陷,此缺陷涉及言语环路、视空间存贮系统及中央执行。     

fNIRI技术对汉语阅读障碍儿童工作记忆的研究

目的探讨汉语阅读障碍(RD)儿童工作记忆的脑功能活动特点。方法采用功能性近红外光学成像穴fNIRI雪技术,观测24例儿童(RD组和正常对照组各12例)在系列数字加法测验加工过程中,不同波长下左前额皮层区局部血流量(rCBV)和血氧的变化的差异。结果实时记录结果显示,①RD组儿童各年级的测验成绩显著低于正常对照组(P<0.01);②在完成深、浅加工过程中,两组儿童左前额叶各个区域的血流量均呈增加趋势,并且深加工的血流量增加量均显著大于浅加工水平(P<0.01);③两组儿童在完成深、浅加工时,其左前额叶不同检测区域的激活强度均依次为2>3>1>4。与对照组相比,RD儿童的激活范围和强度均明显减弱(P<0.01)。结论左前额叶参与儿童工作记忆的加工作业;RD儿童存在短时记忆信息处理能力的缺陷;RD儿童可能存在脑局部血流代谢异常和脑功能障碍;fNIRI技术在汉语RD儿童大脑高级认知研究中具有重要的应用价值。     

学习障碍儿童记忆的比较研究 Ⅲ.学习障碍儿童的长时记忆解码功能

目的：考查学习障碍儿童的长时记忆解码功能及与学习障碍的关系。方法：对９７名学习障碍儿童（语文障碍３１人、数学障碍２１人、混合型障碍４５人）和６３名正常学习儿童的语音解码功能作个别测查，测试内容包括数数、汉词朗读、图画命名和故事朗读。结果：语文障碍和混合型障碍组除图画命名外，其他三项任务的解码速度比对照组慢，错误数比对照组多；语文障碍组汉词和故事朗读速度也比数学障碍组慢，错误数多；数学障碍组的解码速度和准确性与对照组相比差异无显著性；解码速度和准确性仅与语文成绩相关。结论：语音解码缺陷可能是语文学习障碍或混合型学习障碍的原因之一。     

注意缺陷多动障碍儿童整合视听连续执行测验的比较研究

目的 :探讨整合视听连续执行测验对注意缺陷多动障碍儿童 (ADHD)的评定价值及特征。方法 :对 5 1例不伴成绩不良的ADHD儿童及 2 4例伴成绩不良的ADHD儿童采用整合型视听连续执行测验并比较两组的测验结果。结果 :伴有成绩不良的ADHD儿童的听觉及反应控制商、听觉审慎性、一致性、听、视觉注意商、警觉性、集中度均低于不伴成绩不良组 ,但无显著性差异。结论 :ADHD儿童存在反应控制能力和注意能力的损害 ,IVA -CPT可作为神经心理测验评定工具。     

小学儿童执行功能各成分的发展特点

目的:探讨小学生执行功能中抑制、工作记忆和认知灵活性的发展特点.方法:选取某小学二、四、六年级共144名学生,使用go/no-go任务、计算广度任务、点矩阵任务和大小形状转换任务分别测查各执行功能,用瑞文推理测验测查智力.结果:在抑制和视空间工作记忆上,11岁组好于7岁组儿童,言语工作记忆三个年龄组间差异均显著,在认知灵活性上9岁和11岁组好于7岁组.智力水平高的学生抑制能力、言语工作记忆均好于智力水平低的学生,但在视空间工作记忆上没有表现出差异.女生的认知灵活性优于男生.结论:各执行功能的发展具有不同的速度和广度.智力和执行功能关系密切.     

Exploring the roles of the visual‐spatial sketch pad and central executive in children's arithmetical skills: Views from cognition and developmental neuropsychology

Short‐term memory has often been found to play a major role in children's arithmetical skills. However, Bull and Johnston (1997) found that when differences in reading skills were controlled for, short‐term memory, specifically the functioning of the articulatory loop, did not represent a fundamental deficit for children of low mathematical ability. This study examined the role of other working‐memory mechanisms in arithmetical skills, namely the central executive, using the Wisconsin Card Sorting Test (WCST), and the visual‐spatial sketch pad, using the Corsi Blocks. Results showed that children of high and low mathematics ability differed significantly on WCST measures after controlling for differences in reading ability and IQ but did not differ in visual sequential memory. Correlation analyses revealed a significant correlation between arithmetic performance and perseveration measures from the WCST. The implications of this result are discussed in terms of central‐executive functioning and related cognitive and behavioral difficulties.     

Short-term memory, working memory, and executive functioning in preschoolers: longitudinal predictors of mathematical achievement at age 7 years

This study examined whether measures of short-term memory, working memory, and executive functioning in preschool children predict later proficiency in academic achievement at 7 years of age (third year of primary school). Children were tested in preschool (M age = 4 years, 6 months) on a battery of cognitive measures, and mathematics and reading outcomes (from standardized, norm-referenced school-based assessments) were taken on entry to primary school, and at the end of the first and third year of primary school. Growth curve analyses examined predictors of math and reading achievement across the duration of the study and revealed that better digit span and executive function skills provided children with an immediate head start in math and reading that they maintained throughout the first three years of primary school. Visual-spatial short-term memory span was found to be a predictor specifically of math ability. Correlational and regression analyses revealed that visual short-term and working memory were found to specifically predict math achievement at each time point, while executive function skills predicted learning in general rather than learning in one specific domain. The implications of the findings are discussed in relation to further understanding the role of cognitive skills in different mathematical tasks, and in relation to the impact of limited cognitive skills in the classroom environment.     

社会经济地位与儿童执行功能:父母教养方式的中介作用

目的:探讨小学中高年级儿童家庭社会经济地位、父母教养方式与儿童执行功能水平之间的关系。了解父母教养方式在家庭社会经济地位与儿童执行功能之间的作用。方法:应用方便取样在陕西省西安市招募243个家庭,最终获得有效样本237个,运用家庭社会经济地位调查表、中文版Buri父母权威问卷,执行功能神经心理测查(包括数字广度测验、连线测验和斯楚普色词测验)进行调查。结果:对于两个年级组的儿童,家庭社会经济地位与执行功能的关系存在差异。具体表现在,中年级组儿童家庭社会经济地位与父母教养方式的放任维度(r=-0.28,P0.05;r=-0.40,P0.01)和儿童认知灵活性、抑制控制呈负相关(r=-0.38,P0.01;r=-0.29,P0.05);高年级组儿童家庭社会经济地位与父母教养方式的父亲权威呈正相关(r=0.40,P0.01),与母亲专制呈负相关(r=-0.34,P0.05),而与儿童执行功能三成分得分均不存在相关。母亲放任在家庭社会经济地位对中年级儿童抑制控制的影响中起到了完全中介作用。结论:低社会经济地位家庭的母亲更多采取放任的教养方式对待并教养子女,进而阻碍了中年级组儿童抑制控制能力的发展。     

Short-term memory in children with sickle cell disease: Executive versus modality-specific processing deficits

Prior research has identified a number of areas of cognitive deficit among children with sickle cell disease (SCD), including decrements in memory span and working memory. The present study examined short-term memory span and working memory performance among children with SCD (n = 25) and demographically matched comparison children (n = 25) using digit span, spatial span, and the self-ordered pointing test. Children with SCD showed difficulties only for digit span-backward. Additional cognitive ability measures administered indicated auditory processing was an area of deficit related to digit span-backward performance. The study suggests that modality specific deficits are one factor in short-term memory span for children with SCD. The cause of this deficit is unclear, but may involve both central and peripheral components of auditory processing.     

智力障碍青少年工作记忆和加工速度的认知功能缺陷

目的:探讨智力障碍青少年的工作记忆和加工速度是否存在缺陷。方法:在广州市3所智障学校选取13~16岁智力障碍青少年和正常青少年各42例,分别作为研究组和对照组,采用韦氏记忆量表(WMS)中的数字工作广度(顺背、倒背)、空间工作记忆广度(顺背、倒背)和3项加工速度(感觉运动、知觉速度、扫描速度)进行测试。结果:1智力障碍青少年的工作记忆和加工速度得分显著低于智力正常青少年(t=-23.61,-19.35;P0.01);2智力障碍青少年工作记忆和加工速度的性别差异均不显著;3工作记忆和加工速度各变量间均显著相关(P0.05);4智力障碍青少年的工作记忆对加工速度的回归效应显著,预测率为36.00%。结论:智力障碍青少年的工作记忆与加工速度存在缺陷;其工作记忆对加工速度具有预测性。     

Executive functioning, memory, and learning in phenylketonuria

The executive deficit hypothesis of treated phenylketonuria (PKU) suggests that dopaminergic depletion in the lateral prefrontal cortex leads to selective executive impairment. This was examined by comparing adults with PKU on a lifelong diet with a matched healthy control group. Those with PKU were impaired on selective and sustained attention, working memory (Self-Ordered Pointing), and letter fluency. However, they failed to show differential sensitivity to increased cognitive load on the attentional and working memory tasks, and they did not differ significantly on the remaining executive tasks (rule finding, inhibition, and multitasking). Nor did they differ significantly on recall or recognition memory. Overall, the findings provided little support for the executive deficit hypothesis. A possible explanation in terms of slowed information processing speed is explored.     

对低执行功能小学儿童的训练研究

目的:通过训练提高在执行功能中抑制、工作记忆和认知灵活性上表现水平较低学生的成绩.方法:选取某小学二、四、六年级学生中执行功能水平较低者40人,采用训练组和控制组前后测比较的方法,使用抑制、认知灵活性以及记忆训练进行相应的培训.结果:对抑制或认知灵活性表现水平较低的儿童进行相应的训练,可以显著提高他们在这些任务上的表现;而工作记忆表现水平较低的儿童较难通过记忆训练得到显著的提高.结论:外部言语策略指导和训练有助于提高小学生的执行功能.     

Effects of visual and verbal presentation on cognitive load in vigilance,memory, and arithmetic tasks

Degree of pupil dilation has been shown to be a valid and reliable measure of cognitive load, but the effect of aural versus visual task presentation on pupil dilation is unknown. To evaluate effects of presentation mode, pupil dilation was measured in three tasks spanning a range of cognitive activities: mental multiplication, digit sequence recall, and vigilance. Stimuli were presented both aurally and visually, controlling for all known visual influences on pupil diameter. The patterns of dilation were similar for both aural and visual presentation for all three tasks, but the magnitudes of pupil response were greater for aural presentation. Accuracy was higher for visual presentation for mental arithmetic and digit recall. The findings can be accounted for in terms of dual codes in working memory and suggest that cognitive load is lower for visual than for aural presentation.