不同类型学习困难儿童智力特点研究.doc 54页

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不同类型学习困难儿童智力特点研究.doc

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    ???? 不同类型学习困难儿童智力特点研究 ???? ????  摘 要 筛选学习困难儿童42名,并根据学业成绩分为数学困难组 、语文困难组、复合困难 组,随机抽取同性别、年龄、班级者作为对照组。应用韦氏儿童智力量表,比较各组的智 力特征。结果发现,学习困难组智力水平低于正常儿童;不同类型困难组言语能力和操作能 力的发展情况不一致,各测验量表分的低下状况不同,而且智力结构模式也有所不同。提示 智力水平偏低可能是造成学习困难的原因之一,而言语能力和操作能力发展的不均衡、各部 分能力发展的不一致性和智力结构模式的差异,可能是造成不同类型学习困难的原因之一。   关键词 儿童 学习困难 智力   Abatract The article reports result from a study of a group of 42 children with learning disabilities(LD).Base on scores obtained,they were divided into three groups:Arithmetic-disabled group,Chinese-disabled group and Complex-disabled gro up.A control group of 42 non-LD children was individually macched to the LD samp le by age,sex and class.All of the students were teated by WISC-CR.The flowing w as the result.1.The intellectual lever of LD children was significant below norm al chileren.2.LD children were found to have a defect in verbal ability and perf ormance ability.But different group of LD children had different results.The Mat hematics disabled children had a defect in performance ability;No significant de fect was found in the Chinese disabled children;The Complex disabled children we re found to have a defect in both verbal ability and performance ability.3.The d evelopment of verbal ability fall behind the development of performance ability in LD children.When we considered with different type of LD children,the V-P dis crepancy was found only in Chinese-disabled children.4.Different type of LD chil dren had different defect in some parts of abilities.5.The intellectual construc tion of the learning disabled children was:spatial ability>verbal conceptualizat ion ability>sepuential ability.But the intellectual construction of different gr oup was distinct.The result suggest that the lower intellectual lever maybe one of the reasons of learning disabilities;The inbalance of verbal ability and perf ormance ability,the inconsistent of different part of ability and the distinct p attern of intellectual construction maybe one of the reason of different type of le

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