学习不良儿童与一般儿童认知特点的比较研究

A Comparative Study of Cognitive Characteristics of The Learning Disabled And Normal Children

采用基于PASS理论建构的认知评估系统为主要测评工具,以北京某2所普通小学60名学习不良儿童和60名年龄及智力水平相当的一般儿童为被试,对其认知过程的特征开展比较研究,探查学习不良组儿童潜在的认知过程异常,研究结果表明:1)一般儿童在认知总分上高于学习不良儿童,二者之间存在显著差异。2)一般儿童与学习不良儿童在计划和注意上存在非常显著差异;在同时性加工和继时性加工上存在显著差异。3)一般儿童与学习不良儿童在计划编码与单词序列上的差异没有达到显著性水平;在非言语矩阵、言语空间关系、数字觉察、句子重复上存在显著差异;在数字匹配和表达性注意上存在非常显著差异。

Using the cognitive assessment system based on PASS theory construction （CAS） as the primary assessment tool, taking 60 students with learning disabilities and 60 normal children with the same age and same level of intelligence from two ordinary primary schools in Beijing as the sample to be tested, a comparative study of cognitive process is carried out, and the potentially abnormal cognitive process of the group with learning disabilities is explored. The results show that： 1 ） the cognitive scores of normal children is higher than that of the children with learning disabilities, and there are significant differences between the two. 2） there is a significant difference between the average children and those with learning disabilities in planning and attention, and there is a significant difference in simultaneous processing and successive processing. 3 ） differences between normal children and children with learning disabilities in plan encoding and words sequence do not reach a significant level; there is significant difference in nonverbal matrix, spatial relationships, digital awareness, and sentence repetition; there is remarkable difference in digital matching and expression.