不同亚型学习障碍儿童社会信息加工特点  

Social information processing in different subtypes of learning disabilities

作　　者：张修竹[1] 于海英[1] 刘爱书[1] 张妍[2] 徐瑜姣[1] 王丽萍[1] 

机构地区：[1]哈尔滨师范大学心理学系,黑龙江150025 [2]哈尔滨工程大学人文社会科学学院

出　　处：《中国学校卫生》2014年第4期540-543,共4页Chinese Journal of School Health

基　　金：教育部人文社会科学研究青年基金项目(13YJC190031);黑龙江省教育厅人文社会科学研究项目(12532098)

摘　　要：目的探讨不同亚型学习障碍儿童社会信息加工特点,为探索其在社会发展上的缺陷及内在机制提供线索。方法在哈尔滨市2所普通小学的三~五年级学生中,根据各亚型学习障碍的诊断标准筛查数学障碍（MD）组（31名）、阅读障碍（RD）组（29名）、阅读伴数学障碍（RD/MD）组（29名）儿童,在学习障碍儿童所在班级中随机选择29名一般儿童组成对照组。设置儿童与同伴、成人相互作用的3类情景,每类情景又分为模糊情景和清晰情景,对4组儿童进行结构性访谈。结果清晰同伴加入和清晰权威情景下,4组儿童的总反应数量差异均有统计学意义（F值分别为2.91,3.30,P值均〈0.05）。在反应评估阶段,在清晰权威情景下,4组儿童的人际效能感差异有统计学意义（F=3.16,P〈0.05）。在清晰同伴加入情景下,4组儿童选择的反应策略差异有统计学意义（χ2=17.28,P〈0.05）;RD/MD儿童更倾向于选择攻击行为（44.83%）,而MD儿童、RD儿童和一般儿童更倾向于选择亲社会性行为（58.06%,51.72%,44.83%）。结论各亚型学习障碍儿童社会信息加工过程存在显著缺陷,RD/MD儿童的社会信息加工缺陷更应受到关注。Objective To explore the characteristics of social information processing in different subtypes of learning disabilities. Methods Maths disabilities（ MD）,reading disabilities（ RD） and reading / maths disabilities（ MD / RD） were diagnosed from 3rd to 5th graders in 2 primary schools in Harbin. Set three context including children interact with peers,adult. Each context was divided into fuzzy situation and clear meaning situation. Structured interviews on four groups of children were conducted. Results Under clear companion situation,MD,RD and RD /MD children response inflexibly,RD /MD group intend to choose aggressive behavior,while MD,RD group and normal control group inclined to choose prosocial behavior. Under clear meaning situation,MD and RD / MD group response inflexibly and the RD / MD children’s efficacy of interpersonal was lower than the RD children. Conclusion Children with different subtype of learning disabilities show defects in social information processing,especially among reading and maths disabilities.

关 键 词：学习障碍 信息获取 病例对照研究 

分 类 号：G442[哲学宗教—心理学] R395.6[哲学宗教—发展与教育心理学]