摘要
目的探讨学习能力障碍儿童神经心理特征及各神经心理学检查的公共因子，进而为简化测验过程提供参考。方法应用因子分析方法对某小学部分学龄儿童的声光反应时、瑞文标准推理测验、本顿视觉保持试验及学习障碍儿童筛查量表等１５项神经心理学指标进行研究。结果上述１５项神经心理学指标主要由４个公共因子支配，分别是“学习认知因子”、“一般智力因子”、“视知觉与注意因子”及“反应速度因子”。结论Ｆ１（学习认知因子）与Ｆ２（一般智力因子）的累积贡献率达到５０％以上，认为该两项因子较能突出地反映学习障碍（ＬＤ）儿童的神经心理特征。本研究提供了探讨ＬＤ儿童认知特性的实验依据。
Abstract Raven standard progressive matricesPRS
scalesFactor analysis Objective To investigate the neuropsychological character of children
with learning disabilities and the common factors of neuropsychological examinations,so as to
simplify the examinational method. Methods Factor analysis was used to study 15
neuropsychological indexes including visual reaction time,sound reaction time,Raven standard
progressive matrices(SPM),Benton visual retentive test(VRT),PRS scales for some children of
school age. Results The results showed that the 15 indexes were mainly controlled by 4
common factors:learning cognition general intelligence,visual sensation and attention,reaction
speed. Conclusion The two factors(F1 and F2) can remarkably reflect the neuropsychological
character of children with learning disabilities(LD) because their cumulative rate are more than
50%.The study provide some experimental data for the exploration of cognition traits of children
with learning disabilities.
出处
《中国实用儿科杂志》
CSCD
北大核心
1999年第6期351-353,共3页
Chinese Journal of Practical Pediatrics
