学习困难儿童认知功能对照研究

A Comparative Study on Cognitive Function in Children with Learning Disability

目的： 探讨学习困难儿童认知功能与社会环境之间的关系。方法： 用韦氏儿童智力量表 （中国修订本） 和自制一般环境问卷为工具， 对１８５ 名学习困难儿童进行了调查， 并和１８５ 名正常儿童比较， 其中５０ 名学习困难儿童接受了注意力测试。结果： 家庭环境对学习困难儿童有一定影响； 学习困难儿童言语智商、操作智商和全量表智商均显著低于正常儿童，并且言语智商和操作智商分离现象普遍， 注意缺陷明显； 学习困难儿童随着年龄增长， 抽象概括能力趋向下降， 可能是学习困难儿童智力发展的一个特点。作者对儿童学习困难原因进行了初步分析。

Objective:to compare the cognitive function of children with learning disability(LD) and that of normal children Method:a self-made common environment questionnaire and WISC-Revised Chinese Version were applied to 185 children with LD and 185 normal controls Attention measurements were conducted in 50 LD children Result:family environment had some effects on the disabled children Compared with normal children,the verbal IQ,performance IQ and full scale IQ of LD children were all markedly lower In LD children,dissociation of verbal IQ and performance IQ was common,attention deficit was significant The ability of abstruction and summarization tend to decrease with growth,which might be a feature in the intelligent development of LD children