不同类型学习困难初二学生的信息加工速度比较  

Comparison of Information Processing Speed in the Second Grade Middle School Students with Different Types of Learning Disabilities

作　　者：王恩国[1] 时金献[1] 刘昌[2] 

机构地区：[1]河南大学教科院心理与行为研究所,河南开封475001 [2]南京师范大学心理研究所,江苏南京210097

出　　处：《中国心理卫生杂志》2008年第11期801-805,共5页Chinese Mental Health Journal

基　　金：高等学校全国优秀博士学位论文专项资金(200006);国家自然科学基金(30200082)

摘　　要：目的:比较不同类型学习困难学生的信息加工速度。方法:用整群随机抽样方法,在南京市选取4所中学,对共1180名初中二年级学生,使用学习适应性测验、学习困难最表结合学校考试成绩和瑞文智力测验筛选出语文困难26人、数学困难29人、双困难29人和对照组学生28人。所有学生均完成数字抄写、圆点位置比较、符号比较和字母比较4项加工速度任务测试。结果:四组学生完成4项加工速度的成绩差异有统计学意义。学习困难组4项任务的得分均低于对照组[如,对照组与3个学习困难组数字抄写得分分别为:(68.1±6.8)、(59.9±8.8)、(59.4±7.0)、(53.5±7.3),P<0.001];双困难组数字抄写和字母比较任务得分[(53.5±7.3),(15.8±2.8)]低于语文困难组[(59.9±8.8).(19.3±2.8)]和数学困难组[(59.4±7.0),(18.5±2.5)](P<0.05);数学困难组[(10.8±3.1),(16.2±2.3)]和双困难组[(11.9±3.0),(14.5±2.1)]圆点比较和符号比较任务得分低于语文困难组[(14.0±3.0),(17.6±2.4)](P<0.05)。所有加工速度任务之间的相关均有统计学意义(r=0.29-0.78,P<0.001),数学成绩与加工速度的相关高于语文成绩与加工速度的相关(r=0.48-0.56;r=0.35-0.42)。结论:不同类型学习困难学生的加工速度均存在不同程度的缺陷,数学困难和双困难组的缺陷程度高于语文困难组。Objective： To compare information processing speed in middle school students with different types of learning disability. Methods： A sample of 112 subjects, including 26 cases with Chinese learning disability, 29 cases with mathematical disability, 29 cases with dual learning disability and 28 normal controls, was selected from the secoud grade middle school students by a stratified cluster random sampling method. They were investigated with the adaptive aptitude test, learning disability scale, combined academic achievement and Raven＇s Progressive Matrices. All subjects completed four processing speed tasks including digital copying, dots location comparison, symbols comparison and letters comparison, through the paper-and-pencil tests. Results： There were significant differences among these four groups in scores of processing speed tasks. The scores of learning disability groups were significantly lower than that of control group. Different types of learning disabilities processing speed had defects in different degrees. The scores of digital copying and letters comparison were significantly lower in dual disability group [（53.5±7.3） ,（15.8±2.8）] than Chinese learning disability group [（59.9±8.8）, （19.3±2.8）] and mathematical disability group [（59.4±7.0）,（18.5±2.5）]（P 〈 0. 05）. The scores of dots location comparison and symbols comparison in mathematical disability [（10.8±3.1）, （16.2±2.3）] and dual disability group [（11.9±3.0）,（4.5±2.1）] were significantly lower than those in Chinese learning disability group [（14.0±3.0）,（ 17.6±2.4）]（P 〈 0. 05 ） . The processing speeds of all tasks were correlated with each other significantly （r=0. 29 - 0. 78, P 〈0. 001 ） . The correlation coefficients between mathematics achievement and processing speed were higher than those between Chinese achievement and processing speed （r = 0. 48 - 0. 56 ; r = 0. 35 - 0.42）. Conclusion： There exist different defects in information processing speed

关 键 词：加丁速度 语文学习困难 数学学习困难 双困难 对照研究 

分 类 号：B844.2[哲学宗教—发展与教育心理学]