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目的 :探讨学习障碍 (LD)儿童的脑认知功能特点。方法 :对 3 0例LD儿童和 3 0例正常儿童进行威斯康星卡片 (WCST)及儿童韦氏智力测验和比较。结果 :1 与正常对照组相比 ,LD组WCST完成分类数 ( 4 3 1± 1 2 8/5 10± 1 17)和正确应答数低 ,持续错误数 ( 3 8 5 7± 10 71/2 3 87± 8 41)、总应答数和错误应答数较高 ,差异均有显著性 (P <0 0 5 )。 2 LD组总智商 ( 89 0 0± 14 2 6/112 63± 17 0 3 )、言语和操作智商以及算术、理解、积木和拼图因子分均低于正常对照组 (P <0 0 5 )。 3 LD组智力结构失衡发生率 ( 80 % )高于正常对照组 ( 3 0 % ) (P <0 0 1)。 4 相关分析表明 ,LD儿童智商与WCST完成分类和正确应答数呈正相关 (r >0 3 ) ,与总应答数、错误应答数和持续错误数呈负相关 (r >-0 3 )。结论 :LD儿童存在额叶执行功能障碍 ,有认知功能缺陷。
Objective: To investigate the cognitive function of children with learning disability (LD). Methods: Wisconsin Card (WCST) and Wechsler Intelligence in 30 children and 30 normal children were tested and compared. Results: 1 Compared with the normal control group, the classification of WCST in LD group (4 3 1 ± 1 2 8/5 10 ± 1 17) and the correct number of responses were low, and the number of continuous errors (3 8 57 ± 10 71/2 3 87 ± 8 41). There was a significant difference between the total number of responses and the number of wrong responses (P <0.05). 2 Total IQ of group LD (89 0 ± 14 2 6/112 63 ± 17 0 3), speech and manipulative IQ, and arithmetic, comprehension, building block and puzzle scores were lower than those of the normal control group (P <0.05). The incidence of unbalanced intelligence structure in 3 LD group (80%) was higher than that in normal control group (30%) (P <0.01). 4 Correlation analysis showed that children with LD had a positive correlation with classification of complete WCST and the number of correct responses (r> 0 3), negatively correlated with the number of total responses, the number of error responses and the number of persistent errors (r> -0 3). Conclusion: There are prefrontal dysfunction in children with cognitive deficits.