轻中度智力障碍儿童的视觉统计学习

Research on Visual Statistical Learning in Children with Mild or Moderate Intellectual Disability

人们能够无意识地检测到环境中的统计规则、并利用这些规则进行学习,这种能力被称为统计学习。作为一种领域一般性且无意识的基本能力,统计学习应该相对较少地受个体差异(如智力和成熟)的影响。该研究以视觉图形为材料、采用三联体学习范式,考察了20名轻中度智力障碍儿童的视觉统计学习。结果发现:(1)轻度智力障碍儿童保留了对视觉图形的统计规则的统计学习能力;(2)中度智力障碍儿童的视觉统计学习受到了损害;(3)智力障碍儿童的视觉统计学习不受年级的影响。这些结果说明,在智力障碍儿童中,统计学习受到智力而非成熟的影响。轻度智力障碍儿童保留统计学习能力,可以利用这种学习机制帮助、促进智力障碍儿童认知、语言和社会性等方面的发展。

Humans live in a world filled with statistical regularities. People can detect and use these statistical regularities to acquire knowledge about the world, this ability is termed as statistical learning. As a fundamental ability of domain-generality and unconsciousness, statistical learning is hypothesized to be relatively impervious to individual differences （e.g. intelligence and maturity）. Using visual shapes materials and triplet learning paradigm, the present study investigated the visual statistical learning of 20 Children with mild or moderate intellectual disability. Results showed that： （1） children with mild intellectual disability preserved the sensitivity of the statistical regularity of visual shapes, they owned visual statistical learning abilities; （2） visual statistical learning of children with moderate intellectual disability were damaged; （3） visual statistical learning of children with intellectual disability weren＇t influenced by grades. These results demonstrated that statistical learning were influenced by intelligence but not by mature in children with intellectual disability.