轻度智障学生50名认知特点分析

Cognitive Characteristics of 50 Students with Mild Mental Retardation

目的探讨轻度智力障碍学生的智力水平和认知结构特征,为针对性地采取干预措施提供依据。方法采用认知评估系统对北京市培智学校50名轻度智力障碍学生进行测试。结果学生CAS测验全量表分数与中国韦氏儿童智力量表测验分数差异无统计学意义(t=0.419,P>0.05)。在4个认知过程中,轻度智力障碍学生的注意分数最低,继时性加工分数显著高于计划、注意、同时性加工分数(P值均<0.01);在8项认知任务中,数字匹配和数字觉察的分数相对较低,而言语空间关系、单词序列和句子重复分数相对较高。多元方差分析显示,非言语矩阵和数字觉察年龄的主效应显著。结论 CAS测验可以确定轻度智力障碍学生认知过程的薄弱点,为智力的研究提供了一个新的视角。

Objective To explore intelligence level and cognitive characteristics of mild mental retardation students,and to provide evidence for taking effective intervention measure.Methods Cognitive Assessment System（CAS） was taken to survey 50 mild mental retardation students in Beijing.Result There was no significant difference in total score between CAS and WISC-CR（t=0.419,P〉0.05）.The score of attention was most lowest and successive was most highest in four cognitive processes for mental retardation students（P〈0.01）.Matching number and number detection were lower than else,and word series and sentence repetition were higher than else.ANOVO analysis indicated that age had main effect on nonverbal matrices and number detection.Conclusion CAS may determine the weak in cognitive processes of students with mild mental retardation.