关于小学学习不良儿童鉴别的初步研究

Resarch on Discriminating Learning Disabled Children in Primary Schools

本研究通过运用《儿童认知能力诊断量表》和《浙江省儿童智力量表》对38名小学学习不良儿童和77名一般儿童进行了鉴别,结果发现:(1)在鉴别小学学习不良儿童方面,后—量表总分的鉴别效果颇低.证明弱智不是学习不良儿童的指标,并证明学习不良不应包括弱智在内.(2)《儿童认知能力诊断量表》在鉴别学习不良儿童中,采用跨栏式鉴别指标比单项鉴别指标效果显著而有效,说明学习不良儿童在认知上的缺陷大多是“多病源”异质性的,即不同学生在认知能力上的缺陷各不相同.

In this study, Learning Disabled Children (LDC) and normal children were tested with 'Diagnosing Scale of Cogmtire Abilities for Children' (DSCAC) and with 'Zhejiang Intelligence Scale for Children' (ZISC) to validate whether they could be used to discriminate LDC. The results are as followsng: 1. ZISC'S discrimination for LDC is not effectual. 2. The combination of several cognitive abilities has a higher effect on the disci-mination than on the single cognitive ability in DSCAC. This means that LDC's defects in cognitive abilities are heterogeneous, i.e.LDC have different defects in cognitive abilities.