| 摘要: |
| ［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。 |
| 关键词: 学习障碍儿童 认知功能评估系统 认知功能 |
| DOI：10.3969/j.issn.1674-3806.2015.05.05 |
| 分类号:R 179 |
| 基金项目:广西科学研究与技术开发计划项目（编号：桂科攻10124001A-54） |
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| Research on the characteristics of cognitive function in children with learning disorder |
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LI Xiao-long, WU Xin, CHEN Cui-hua, et al.
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Department of Child and Adolescent Psychology Clinic, the People′s Hospital of Guangxi Zhuang Autonomous Region, Nanning 530021, China
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| Abstract: |
| ［Abstract］ 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 system(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 academic 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. |
| Key words: Learning disorder children Cognitive function assessment system Cognitive function |
