初中二年级学习困难学生的中央执行功能

Central Executive Function in Adolescents with Learning Disabilities

目的:探测初中二年级学习困难生的中央执行功能。方法:采用学习困难量表筛选出初中二年级语文困难26人、数学困难29人、双困难29人和控制组学生28人,通过纸笔和计算机个别测试,所有学生均完成3项中央执行功能任务。结果:三项中央执行功能任务的反应时均存在显著的组间差异,控制组明显小于学习困难组,不同学习困难类型学生的中央执行功能的缺陷程度不同。其中数字划消反应时任务中,语文困难组(34.2±8.0)、数学困难组(36.4±4.7)、双困难组(42.1±8.6)均高于控制组(30.4±4.0)(分别为F=9.68、12.7、14.6,P(0.01或0.001);数字与字母连线反应时任务中,语文困难组(64.1±8.0)、数学困难组(73.5±20.7)、双困难组(86.7±25.3)亦均高于控制组(分别为45.5±8.2、45.5±8.2、45.5±8.2)(F=14.7、19.8、21.8,P(0.01或0.001)。结论:不同类型学习困难生的中央执行功能均存在不同程度的缺陷,数学困难和双困难组的缺陷程度高于语文困难组。

Objective： To explore the central executive function of adolescents with learning disabilities. Methods： Using learning disabilities screening method, we selected candidates from three different secondary schools, including 26 students with Chinese learning disabilities, 29 with mathematics learning disabilities, 26 weak in both fields and 28 as the normal control. All children completed the language and spatial working memory capacity duties through written records and individual computer test. Results： Children with learning disability had longer reaction time than control. Children with different type of learning disabilities had different flaw in executive function. Children with Chinese disabilities had higher score than the control group in figures zoned response tasks （ 34. 2 ± 8.0/30.4 ± 4. 0, F = 9. 68, P 〈 0. 01 （ , those with mathematical disabilities had also higher score than the control （ 36.4 ± 4. 7/30. 4 ± 4. 0, F= 12. 7, P 〈 0. 001 （ . Children with both difficulties had even higher score （42. 1 ±8. 6/30.4 ±4. 0, F= 14. 6, P 〈 0. 001）. Similar things happened in the reaction time of digits and letters alliance, i.e. , those with Chinese disabilities （ 64. 1 ± 8. 0 ） , with mathematical disabilities （ 73. 5 ± 20. 7 ） , and with both difficulties （ 86. 7 ± 25.3 ） all had higher score than control （45.5 ± 8.2, F = 14. 7, 19. 8, 21.8, P 〈 0. 01 or 0. 001 ） . Conclusion ： Different types of learning disabilities have different degrees of central executive function defects ; those with mathematical problem or with both problems are poorer than those with Chinese disability alone.