学习障碍儿童的认知功能特点研究  

Research on the characteristics of cognitive function in children with learning disorder

作　　者：李晓龙[1] 吴歆[1] 陈翠华[1] 李艳玲[1] 林经伟[1] 杨玲[2] 钟冰 

机构地区：[1]广西壮族自治区人民医院儿童青少年心理门诊,南宁530021 [2]广西师范学院 [3]南宁市天桃实验学校

出　　处：《中国临床新医学》2015年第5期404-407,共4页CHINESE JOURNAL OF NEW CLINICAL MEDICINE

基　　金：广西科学研究与技术开发计划项目(编号:桂科攻10124001A-54)

摘　　要：目的研究小学学习障碍(LD)儿童的认知功能特点,以期找到解决方法。方法以对照研究方法采用认知功能评估系统(DN:CAS)对学习障碍儿童(n=32)和正常儿童(n=32)进行测验。结果学习障碍儿童组在同时性加工和注意上的得分分别为(33.86±6.89)和(25.41±7.56),正常儿童组分别为(40.55±5.25)和(34.05±8.97),两组存在显著性差异(P<0.01),具体表现在言语空间关系、图形记忆、数字检测、接受性注意上障碍。多元回归分析显示,全量表分对学习障碍儿童的学习成绩有显著预测作用,解释量为27.8%。结论学习障碍儿童组存在认知缺陷,特别是同时性加工和注意明显低于正常儿童组。Objective To study the characteristics of cognitive function in primary school children with learning disorder to find out a solution.Methods The comparison research method and the cognitive assessment sys-tem（DN：CAS） were used to test learning disorder children（n=32） and normal children（n=32）.Results There were significant differences in the scores of simultaneous processing and attention points between learning disorder children groups [ （ 33.86 ±6.89 ） , （ 25.41 ±7.56 ） ] and normal children group [ （ 40.55 ±5.25 ） , （ 34.05 ± 8.97）].The specific performances included the disorders of speech space relation, graphics memory, digital testing and acceptance notice.Multiple regression analysis showed that total scale score of learning disorder children′s academ-ic performance had significant predict effect, explaining the amount of 27.8%.Conclusion Learning disorder children have cognitive defects.Their simultaneous processing and attentions are significantly lower than normal children.

关 键 词：学习障碍儿童 认知功能评估系统 认知功能 

分 类 号：R179[医药卫生—妇幼卫生保健]