听写困难儿童对客体-空间特征联结记忆.docVIP

听写困难儿童对客体-空间特征联结记忆【摘 要】 目的：研究汉语听写困难儿童的客体－空间联结记忆水平。方法：本研究为横断面研究，从564名四至六年级的儿童中筛选年龄和智商匹配的听写困难儿童29名、非听写困难儿童（对照组）30名，以方向为视觉客体材料，3×4表格的位置为视觉空间材料，对比听写困难组儿童和对照组儿童在方向－空间联结任务、方向记忆任务、空间记忆任务和动作记忆任务上的成绩差异。结果：听写困难组的方向－空间联结记忆成绩低于对照组［(2.96±0.99)vs.(3.57±0.97)，P=0.024］，两组在方向记忆成绩［(4.47± 1.13)vs.(5.02±1.05), P=0.069］、空间记忆成绩［(4.93 ±0.72)vs.(4.57±0.73),P=0.062］和动作记忆成绩［(3.82±1.02)vs.(3.66±0.76),P=0.091］上差异均无统计学意义。结论：听写困难儿童的客体－空间联结记忆成绩落后，而其在客体记忆、空间记忆、动作记忆任务上的成绩正常，提示听写困难儿童客体－空间联结记忆成绩落后的原因是客体－空间的联结编码缺陷。 【关键词】 儿童；听写困难； 联结记忆 中图分类号：B842.5 文献标识码：A 文章编号：1000-6729(2009)006-0411-05 doi:10.3969/j.issn.1000-6729.2009.06.省略 【Abstract】 Objective:To study the level of objective-space connection memory in children with Chinese spelling difficulties. Methods:In this cross-sectional study,29 children with spelling difficulties and 30 normal controls were selected from 564 students of grade 4~6. Directions were used as visual objective materials,and tables(3×4)were used as visual space materials. The objective-space connection memory,direction memory,space memory and motor memory in children with spelling difficulties and controls were compared.Results:Children with spelling difficulties performed poorer in objective-space connection memory task than controls ［(2.96±0.99)vs.(3.57±0.97),P=0.024］. No significant differences were found in direction memory ［(4.47± 1.13)vs.(5.02±1.05),P=0.069］,space memory ［(4.93±0.72)vs.(4.57±0.73),P=0.062］and motor memory ［(3.82±1.02)vs.(3.66±0.76),P=0.091］tasks between two groups. Conclusion: Children with spelling difficulties are poor in object-space association task,while normal in direction memory,space memory and motor memory tasks. This may be due to their deficits in objective-space connective decoding. 【Key words】 child; spelling difficulty; connection memory 听写困难（spelling difficulties）主要是指在没有阅读障碍病史的情况下，由于某种原因导致儿童的特定拼写技能显著受损（包括口头与笔头正确拼写单词的能力受损），主要表现为拼写成绩落后于同龄（或同智力水平）儿童的现象 ［1］。汉字是表义文字，在字形产出过程中难以根据语音拼写出字形组合，因此，将spelling difficulty译为听写困难。听写困难儿童的特点是阅读成