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。

Comparative Study on Cognitive Functions among Subgroups of Children with Learning Disorders

Objective:To compare the cognitive functions among subgroups of children with learning disorders.Methods:Twenty three mixed learning disordered students(disordered both in mathematical and reading areas) ,24 mathematical disordered students,25 reading disordered students,and 24 normal students were tested by the Working Memory Test Battery,and the figure series subtest,figure sorting subtest,and digit series subtest of Gong's Non-verbal Intelligence Test,and the sorting test of Chinese Revised Wechsler Intelligent Scale for Children.Results:The learning disorder groups showed significantly lower working memory capacity,lower processing speed and poorer executive function and reasoning ability than the normal griup.The reading disorder group get significantly higher scores in Backward Space Recall and Digit Series subtest than the mixed group.The mixed group get the lowest scores in tests of processing speed and executive function.Conclusion:The children with different subtypes of learning disorders all showed severe,and general cognitive impairment.The cognitive impairment in learning disorders may be domain-general.