学习障碍儿童记忆的比较研究Ⅳ.学习障碍儿童记忆功能的综合分析

A Study of Memory in Children with Learning Disabilities Ⅳ Comprehensive Analysis of Memory in Learning Disabled Children

目的：综合分析学习障碍及亚型的记忆功能及记忆缺陷与学习障碍的关系。方法：先对９７名学习障碍儿童和６３名正常学习儿童的记忆测试结果作因素分析，获１０个独立的记忆因子，然后比较学习障碍及亚型在因子水平的差异及分析各记忆因子与学习障碍的关系。结果：学习障碍儿童与对照组相比有七个记忆因子分组间差异有显著性，亚型比较仅数学障碍组的言语解码和理解记忆因子分高于混合型障碍和语文障碍组。相关和回归分析显示各记忆因子对语文或数学学习所起的作用有大小差异。用记忆测验成绩来鉴别学习障碍与正常学习儿童或鉴别不同亚型是可能的，归类正确为４９４８％～７６３５％。结论：记忆缺陷与学习障碍有内在联系，各型学习障碍记忆缺陷既有共同性，也有特异性。

Objective:To analyze comprehensively memory function of learning disabled children and relationshop between memory deficits and learning disability. Methods:Factor analysis was conducted on the memory of 97 learning disabled children and 63 nondisabled children, Ten factors were extracted. Disabled groups and controll were compared on ten factors and relationships between memory factors and learning disabilities were examined. Results:The disabled groups had lower Scores than controls on seven factors and the mathematic disabled children scored higher than the mixed and verbal disabled children. Nine factor scores were significantly related to subject scores(r=0.20～0.55). Predictors for Chinese score or Mathematic score were different. Some factor scores were important in differentiating children with and without learning disabilities and subgroups, classfying accuracy were 49.40%～76.35%. Conclusion:There were significant relationship between memory deficits and learning disabilities, and subgroups of learning disabilities had both common and specific memory deficits.