学习障碍儿童工作记忆与执行功能特征分析.docVIP

学习障碍儿童工作记忆与执行功能特征分析 　　【摘要】 目的 探讨学习障碍儿童工作记忆和执行功能的心理学特征,为在教育过程中进行有效的干预和训练提供依据。方法 利用学习障碍筛查量表和小学生多重测验成就量表,对杭州市西湖区2所小学三至五年级607名学生进行筛查,筛查出33例学习障碍儿童作为研究组,再按性别、年龄和年级相匹配的原则选择30名正常儿童作为对照组,对2组儿童进行言语和空间再认测验和威斯康辛(WCST)卡片测验测试,比较2组间的工作记忆和执行功能的特征和差异。结果 空间再认反应时对照组显著低于研究组(P0.05);言语再认正确率对照组显著高于研究组(P0.05)。WCST成绩比较:除随机错误数2组间差异无统计学意义外(P0.05),其他正确反应数、正确分类数、概括力水平对照组均高于研究组,差异均有统计学意义(P值均0.05),错误反应数和坚持错误数成绩对照组均低于研究组(P0.05)。结论 学习障碍儿童存在工作记忆和执行功能的缺陷。 　　【关键词】 学习障碍;记忆;才能;对比研究;儿童 　　【中图分类号】 R 395.6 G 442 【文献标识码】 A 【文章编号】 1000-9817(2010)05-0554-03 　　 　　Working Memory and Executive Function in Children with Learning Disorder/LIU Jian?*, DUAN Hai-hong, WANG Yong-guang, et al. ?* Hangzhou No.7 Peoples Hospital, Hangzhou(310013),China 　　【Abstract】 Objective To explore working memory and executive function in children with learning disorder, and to provide evidence for the effective intervention and training. Methods 33 children with learning disorder were recruited from 607 students of grade 3-5 by using PRS and PSMATs, then 30 healthy controls were matched according sex, age and grade. Both the LD children and the control were examined with Working Memory Test and Wisconsin Card Sorting Test (WCST). The results were then compared between LD and healthy control. Results Compared with healthy control, the space reaction time was less than the LD children, but the correct percentage of speech memory test in control group was higher than the LD group(P0.01). There was no significant difference in neither the space reaction nor the speech memory. The correct categories, total responses and the persistent errors, total errors of WCST in LD group had significantly difference(P0.05). ConclusionThe LD children have working memory disorder and executive function disorder. 　　【Key words】 Learning disorders;Memory;Aptitude;Comparative study;Child 　　 　　学习障碍(learning disabilities, LD)儿童是指智力正常儿童在阅读、书写、拼字、表达、计算等方面的基本心理过程存在1种或1种以上的特殊性障碍,推测是中枢神经系统的某种功能障碍所致。目前有关LD发病率的报道差异很大,为3%～28%。国内静进等[1]的报道为6.6%,男女比例为4.3∶1。