学习障碍儿童的视觉认知特征研究

Study on visual cognitive characteristics in children with learning disability

【目的】对学习障碍儿童的视觉认知进行研究分析,为临床有效地干预提供依据。【方法】对于两组儿童(学习障碍组42例和对照组37例)进行儿童韦氏智力测试、视觉分辨能力测试,视觉-运动整合能力测试以及视觉诱发电位测试,分析二组儿童的视觉认知特征。【结果】与正常组儿童相比,学习障碍组儿童的言语智商(VIQ)、操作智商(PIQ)和总智商(FIQ)三项智能分均值都远低于LD组,差异有统计学意义(P值均<0.01)。进一步比较了视觉相关因子,尤其在译码分项目上,LD儿童较正常儿童薄弱,两者的差距达到了37%。LD组和正常对照组儿童视觉运动整合(VMI)的分值分别为:93±16和115±16,差异有统计学意义(P<0.001)。LD组儿童的视觉分辨失误率平均秩次为62.76,显著大于对照组31.18(P<0.001)。在5个不同的空间频率刺激下,LD组儿童的棋盘格翻转视觉诱发电位(PRVEP)的P100波的潜伏期均较正常对照组延长,差异有统计学意义(P值均<0.05)。【结论】学习障碍儿童虽具备正常的认知能力,但在视觉认知能力方面仍较正常儿童薄弱。应对这类儿童进行多方位的视觉认知能力的评估,实施具有针对性的个性化干预措施。

[Objective] To explore the visual cognitive characteristics in children with learning disability（LI））. [Methods] Participants included 42 children with LD and 37 control cases. All children had accepted WISC-R,the ability of visual distinguish,visual-motor integration test and were tested by PRVEP at five levels of spatial frequency. [Results] The mean scores of VIQ, PIQ and FIQ of children with LD were poorer than those of eontrols（P〈0.01）. Moreover, the poor ability of coding in children with LD had significantly 37% difference with the control. The mean scores of VM1 in I,D group and controls were 93 ± 16,115 ±16, respectively. The visual distinguish error rate of LD group was greater than that of controls（P（0. 001 ）. The latencies of P100 at all five spatial frequencies were significantly prolonged in the LD group than in the normal children. [Conclusion] LD children with average cognition capability still have poorer visual perception compared with the normal children. Detection specific visual perceptual in many aspects in children with LD could provide specific rehabilitative strategies.