听写困难儿童对客体-空间特征的联结记忆  

Objective-space Connection Memory in Children with Chinese Spelling Difficulties

作　　者：杨双[1,2] 宁宁[2] 刘翔平[1] 潘益中[1] 

机构地区：[1]北京师范大学心理学院,北京100875 [2]苏州大学心理系,江苏苏州215123

出　　处：《中国心理卫生杂志》2009年第6期411-414,425,共5页Chinese Mental Health Journal

基　　金：国家社会科学基金(06byy021);江苏省教育科学十一五规划课题(C-b/2008/01/029)

摘　　要：目的:研究汉语听写困难儿童的客体-空间联结记忆水平。方法:本研究为横断面研究,从564名四至六年级的儿童中筛选年龄和智商匹配的听写困难儿童29名、非听写困难儿童(对照组)30名,以方向为视觉客体材料,3×4表格的位置为视觉空间材料,对比听写困难组儿童和对照组儿童在方向-空间联结任务、方向记忆任务、空间记忆任务和动作记忆任务上的成绩差异。结果:听写困难组的方向-空间联结记忆成绩低于对照组[(2.96±0.99)vs.(3.57±0.97),P=0.024],两组在方向记忆成绩[(4.47±1.13)vs.(5.02±1.05),P=0.069]、空间记忆成绩[(4.93±0.72)vs.(4.57±0.73),P=0.062]和动作记忆成绩[(3.82±1.02)vs.(3.66±0.76),P=0.091]上差异均无统计学意义。结论:听写困难儿童的客体-空间联结记忆成绩落后,而其在客体记忆、空间记忆、动作记忆任务上的成绩正常,提示听写困难儿童客体-空间联结记忆成绩落后的原因是客体-空间的联结编码缺陷。Objective： To study the level of objective-space connection memory in children with Chinese spelling difficulties. Methods： In this cross-sectional study, 29 children with spelling difficulties and 30 normal controls were selected from 564 students of grade 4 - 6. Directions were used as visual objective materials, and tables （ 3 × 4 ） were used as visual space materials. The objective-space connection memory, direction memory, space memory and motor memory in children with spelling difficulties and controls were compared. Results： Children with spelling difficulties performed poorer in objective-space connection memory task than controls [ （ 2.96 ± 0. 99 ） vs. （ 3.57 ± 0. 97 ） , P = 0. 024 ] . No significant differences were found in direction memory [ （ 4. 47 ± 1.13 ） vs. （ 5.02 ± 1.05）, P=0.069], space memory [ （4.93±0.72） vs. （4.57±0.73）, P=0.062] and motor memory[ （3.82 ± 1.02） vs. 13. 66 ±0. 76）, P =0. 091 ] tasks between two groups. Conclusion： Children with spelling difficulties are poor in object-space association task, while normal in direction memory, space memory and motor memory tasks. This may be due to their deficits in objective-space connective decoding.

关 键 词：儿童 听写困难 联结记忆 

分 类 号：B842.5[哲学宗教—基础心理学]