Verbal Learning and Memory in Children with Myelomeningocele

Examined verbal learning and memory in children with myelomeningoceleusing the California Verbal Learning Test (CVLT). Participantsincluded 41 children with myelomeningocele, 8 to 15 years ofage, 33 of whom had a history of shunted hydrocephalus, and41 matched, unaffected controls. Children with myelomeningoceleand shunted hydrocephalus performed worse than controls on theCVLT. They recalled as many words as controls on the first learningtrial, but acquired words more slowly across trials, so thattheir overall recall was lower. Their learning was characterizedby a pronounced recency effect. Their delayed recall of theoriginal list was worse than controls, but not their recognition.Performance of children with myelomeningocele but without shuntswas generally not significantly different from that of the othertwo groups, although they did demonstrate better long-delayfree recall than children with shunts. Myelomeningocele is associatedwith significant retrieval problems when accompanied by shuntedhydrocephalus     

Verbal Intellectual and Verbal Memory Performance of Youths with Childhood-Onset Insulin-Dependent Diabetes Mellitus

Tested the hypothesis that memory dysfunction mediated the declinein verbal intellectual performance (as measured by the WISC-RVocabulary test) that we detected previously in a prospectivestudy of children who developed IDDM between the ages of 8 to13 years. Three tests of verbal learning and memory were administeredto 57 diabetic youths at end-of-study who had been followedfor 8 years, on average. Memory performance at end-of-studywas predicted only by Vocabulary test score at study entry.IDDM duration, long-term metabolic control, depression/anxiety,demographic variables, or blood glucose level at the time ofassessment were not associated with memory test scores. Stepwisemultiple regression revealed that level of performance on atest of short-term or working memory was associated with magnitudeof decline in verbal intellectual performance over time, providingpartial support for our hypothesis.     

癫痫儿童气质特点研究

目的了解癫痫儿童的气质特点,提供癫痫综合治疗的依据。方法以儿童气质测量软件为研究工具,对84例符合1981年国际抗癫痫联盟(ILAE)分类诊断标准的癫痫患儿的和168例正常儿童进行儿童气质父母问卷的调查。结果癫痫儿童组气质得分明显高于对照组的因子有活动水平(3.4±0.6/3.1±0.7,t=5.38,P<0.01)、适应性(3.3±0.5/2.8±0.6,t=5.82,P<0.01)、反应强度(3.8±0.8/3.6±1.0,t=5.64,P<0.01)、情绪本质(3.3±0.6/2.9±0.7,t=4.89,P<0.01)、坚持性等维度(3.2±0.7/2.6±0.7,t=5.63,P<0.01)。癫痫组难养型和启动缓慢型的患儿分别为(25.0%和10.7%)明显高于对照组(8.9%,3.6%,χ2=26.76,P<0.001)。结论癫痫儿童中难养型和启动缓慢型气质类型者较多。     

Genetic Structure of Spatial and Verbal Working Memory

Working memory (WM) encompasses both short-term memory (storage) and executive functions that play an essential role in all forms of cognition. In this study, the genetic structure of storage and executive functions engaged in both a spatial and verbal WM span task is investigated using a twin sample. The sample consists of 143 monozygotic (MZ) and 93 dizygotic (DZ) Japanese twin pairs, ages 16 to 29 years. In 155 (87 MZ, 62 DZ) of these pairs, cognitive ability scores from the Kyodai Japanese IQ test are also obtained. The phenotypic relationship between WM and cognitive ability is confirmed (r = 0.26–0.44). Individual differences in WM storage and executive functions are found to be significantly influenced by genes, with heritability estimates all moderately high (43%–49%), and estimates for cognitive ability comparable to previous studies (65%). A large part of the genetic variance in storage and executive functions in both spatial and verbal modalities is due to a common genetic factor that accounts for 11% to 43% of the variance. In the reduced sample, this common genetic factor accounts for 64% and 26% of the variance in spatial and verbal cognitive ability, respectively. Additional genetic variance in WM (7%–30%) is due to modality specific factors (spatial and verbal) and a storage specific factor that may be particularly important for the verbal modality. None of the variance in cognitive ability is accounted for by the modality and storage genetic factors, suggesting these may be specific to WM.     

Parental Education and Child's Verbal IQ in Adoptive and Biological Families in the National Longitudinal Study of Adolescent Health

This study compared adoptive children and matched, biological children to estimate the genetic and environmental effect of years of mothers' and fathers' education on children's verbal intelligence (VIQ), as assessed by knowledge of vocabulary words. Adoptive and biological adolescent children in the National Longitudinal Study of Adolescent Health (Add Health) were matched for sex, age, parental education, and ethnicity. The adolescents all resided with two parents. Structural equation modeling was employed using Mx to estimate the genetic and transmissible environmental components of the correlation between parental education and children's VIQ. The mother-child and father-child correlations in biological families were .41 and .36, respectively, vs .16 and .18 in adoptive families. As suggested by these correlations, both genetic and shared environmental influences were statistically significant in the Mx models. We conclude that parental education exerts a modest shared environmental effect, explaining no more than 3 to 4% of the variation in verbal intelligence.     

家庭情绪气氛对儿童依恋行为类型的影响

目的：研究父母的情绪气氛对儿童依恋行为类型的影响。方法：采用中文版的儿童依恋行为分类卡（Q-set分类），对本地区-市级示范幼儿园的40名日托幼儿和在本院儿保门诊系统保健建卡的幼儿40名，进行了儿童依恋行为类型的问卷调查。结果：母亲积极的情绪表达有利于儿童形成安全型依恋风格（β=0．729），消极的情绪表达不利于儿童形成安全依恋类型（β=-0．448），父亲和母亲的结果一样。同时发现父、母亲的情绪表达存在交互作用。结论：为了儿童形成安全性依恋风格，父、母亲能够针对自己和对方的情绪表达方式形成良好的匹配。     

怒、傈僳、景颇族中小学生创造力的比较

目的：比较怒族、傈僳族、景颇族中小学生创造力的差异。方法：采用自编创造能力测验对125名怒族、111名傈僳族、110名景颇族中小学生进行测量。结果：（1）创造力随年龄增长而上升，小学四年级时平均得分率（得分／满分）为0．14，五年级时平均得分率为0．2，六年级0．26，初一0．29，初二达到最高水平（得分率0．35，F=-24．3，P〈0．01）；（2）傈僳族学生创造力得分率（0．3）优于怒族和景颇族学生（0．2左右）；（3）在数理和流畅性上男生（均分均为7．2）优于女生（均分分别为4．3和5．3，F=19．7、8．5，P〈0．01），在语言能力上女生（均分14．6）优于男生（13．7，F=-5．9，P〈0．05）。结论：怒族、傈僳族、景颇族中小学生的创造力存在差异。     

对立违抗性障碍的行为特征及相关因素

目的：了解对立违抗性障碍(Oppositional Defiant Disorder,ODD)的行为特征及发病的相关因素。方法：对47例0DD患者的自尊调查量表(SEI)、Piers—Harris儿童自我意识量表(CSCS)、Conners父母问卷调查表(PSQ)及子女教育心理控制源量表(PL0C)结果进行相关分析。结果：儿童自我评价与父母对儿童的评价基本一致。Conners父母问卷、儿童自我意识量表分别与自尊调查量表和子女控制源量表存在不同程度相关性。结论：0DD儿童对立违抗情绪和行为的产生，孤僻、不合群、自尊心受挫明显及自我评价低的表现与父母不适当的教育方式有关。     

6～11岁肥胖儿童行为问题调查

目的：调查6～11岁肥胖儿章行为问题。方法：采用Achenbach’s儿童行为量表（CBCL），对安徽省安庆市与铜陵市111名调查对象进行问卷调查。结果：肥胖儿童行为问题发生率为36．94％，男、女分别为40．38％和33．90％，性别间差异无统计学意义（P〉0．05）。4～16岁正常儿童青少年行为问题总发生率为12．97％（男童13．44％、女童12．52％），肥胖儿童整体及按性别比较，行为问题发生率均较高（u分别为7．52、5．70和4．96，P均〈0．01）。男童行为问题各因子发生率由高到低依次为：强迫行为34．62％、分裂焦虑23．08％、抑郁19．23％、体诉15．39％、交往不良13．46％、社交退缩9．62％、多动9．62％、攻击性9．62％和违纪表现5．77％，各因子发生率差异有统计学意义（X^2=25．25，P〈0．05）；女童行为问题各因子发生率依次为：分裂强迫23．73％、抑郁11．86％、多动10．17％、性问题10．17％、体诉848％、攻击性8．48％、社交退缩6．78％、残忍表现6．78％和违纪表现5．09％，差别有统计学意义（X^2=15．59，P〈0．05）。男、女童共有的6个行为问题因子：社交退缩、多动、体诉、违纪表现、攻击性、抑郁，无性别差异（P均〉0．05）。结论：肥胖儿童行为问题发生率远远高于全国4～16岁儿童青少年，肥胖男童主要表现在强迫行为、分裂焦虑、抑郁、体诉、交件不良，女童主要表现在分裂强迫、抑郁、多动、性问题。     

2004年北京市2-6岁儿童广泛性发育障碍的现况调查

目的：通过针对儿童广泛性发育障碍的现况调查，了解北京市2～6岁儿童精神残疾现况。方法：采用容量比例概率分层整群抽样方法抽取样本21866人。用克氏孤独症行为量表进行筛查，用儿童孤独症评定量表和精神障碍诊断与统计手册（第四版）进行诊断。结果：确诊广泛性发育障碍儿童16人（儿童孤独症14人，不典型孤独症1人，Rett综合征1人），假阴性率0．80‰，广泛性发育障碍现患率为0．73‰，校正现患率为1．53‰，年平均发现率为0．11％。；广泛性发育障碍的城乡分布、年龄分布、性别分布、民族分布均无显著性差异（X^2：0．11～1．85，P=0．739—0．173），广泛性发育障碍的现患率随家庭经济收入的降低而升高（趋势X^2=4．70，P=0．030）；25％的确诊儿童父母尚未发现儿童存在异常或尚未带儿童就诊，80％的确诊儿童未得到治疗康复，所有确诊儿童都有康复需求。结论：北京市2～6岁儿童的广泛性发育障碍现患率并不低，家庭低收入是儿童发生广泛性发育障碍的危险因素，广泛性发育障碍儿童就诊率低，康复率低，所有儿童都有康复需求。政府及有关部门应充分重视这一群体及其需求。