不同亚型学习障碍儿童的执行功能特点  

Characteristics of Executive Function in Children with Learning Disorder of Different Subtypes

作　　者：张妍[1] 刘爱书[2] 张修竹[2] 于增艳[3] 

机构地区：[1]哈尔滨工程大学人文社会科学学院,黑龙江哈尔滨150001 [2]哈尔滨师范大学教育科学学院,黑龙江哈尔滨150025 [3]齐齐哈尔医学院精神医学系

出　　处：《中国临床心理学杂志》2011年第6期769-772,共4页Chinese Journal of Clinical Psychology

基　　金：教育部人文社会科学研究青年基金(10YJCXLX061);黑龙江省教育厅人文社会科学项目(11544070);哈尔滨工程大学基础基金研究项目(HEUFT08012)资助

摘　　要：目的:探讨不同亚型学习障碍儿童的执行功能特点。方法:采用汉诺塔测验、Stroop字色干扰测验、威斯康星卡片分类测验,对163对不同亚型学习障碍儿童和正常对照组儿童的执行功能进行比较。结果:①汉诺塔测验中,RD组移动3个圆盘时间多于对照组;RD/MD组移动3个圆盘时间和次数均多于对照组。②Stroop字色干扰测验中,MD组只有3项指标与对照组具有统计学差异;RD组和RD/MD组的各项指标均与对照组有统计学差异,且RD/MD组的4项指标均高于MD组。③威斯康星卡片分类测验中,不同亚型LD儿童的总应答数、总正确率、非持续性错误率等多个指标均与对照组具有统计学差异;RD/MD组完成作业时间多于MD组。结论:各种亚型LD儿童均存在不同程度的执行功能缺陷,混合型学习障碍儿童的执行功能受损最为严重。Objective： To explore the characteristics of executive function in children with learning disorder subtype. Methods： The Tower of Hanoi Test, the Stroop Test and the Wisconsin Card Sorting Test were used to compare the executive function of 163 pairs of different subtypes of learning disorder children and normal children. Results：（1）In the Tower of Hanoi Test, the RD group spent more time in moving 3 disks than the normal group; it took more time and more times for the RD/MD group to move 3 disks than the normal group. （2）In the Stroop Test, there were significant differences in only 3 factors between the MD group and the normal group; there were significant differences in all factors between the RD, RD/MD groups and the normal group; four indicators in the RD/MD group were higher than those in the MD group. （3）In Wisconsin card sorting test, there were significant differences in the total number of responses, the total correct rate and the error rate of non-persistence between different subtypes of learning disorder and the normal group; it took more time to finish work for the RD/MD group than the MD group. Conclusion： Different subtypes of learning disorder have different levels of executive function defects. The executive function of RD/MD children are damaged the most serious.

关 键 词：学习障碍 数学学习障碍 阅读障碍 复合型障碍 执行功能 

分 类 号：R395.2[哲学宗教—心理学]