学习不良儿童的家庭背景和智力结构分析

Analysis of the Family Background and the Intellectual structure of Children with Learning Disability

目的 :探讨家庭背景和智力结构对儿童学业成绩的影响。方法 :采用《中国修订韦氏儿童智力量表手册》(C—WISC)评定智商。并采用自拟问卷调查儿童的家庭背景。结果 :学习不良组儿童智商和分测验分数均明显低于正常组 (P <0 .0 1 ) ,其中操作智商 (PIQ)又明显低于言语智商 (VIQ)。学习不良儿童的智力结构不平衡 ,言语理解能力和知觉组织能力较差。家庭背景也影响儿童的学习成绩。结论 :儿童智力结构。

Objective To investigate the effect of family background and intellectual structure on children's academic achievement. Methods Children's intelligence was assessed by C-WISC and family condition obtained by a questionnaire. Results The children with learning disability had significantly lower IQ scores and subset scores than the control group ( P <0.01). Noticeably, they had lower PIQ than VIQ, moreover, they showed structural unbalance in intelligence, deficits in the verbal comprehension and perceptual organization abilities. Some factors of family background also affected children's academic achievement. Conclusions Intelligence and family background interact mutually and affect children's academic achievement together.