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目的比较正常儿童与认知障碍患儿汉字及计算的心理过程。方法正常儿童分8岁组及11岁组各20名,认知障碍分为多动症组(30例,平均年龄9.1岁)及癫痫组(23例,平均年龄10.9岁)。采用单个汉字语义启动及计算模块刺激。BESA 软件提取事件相关电位(ERP)进行比较分析。结果 (1)汉字 ERP:正常儿童8岁组不相关、假字 N2波幅(12.1μV、11.7μV)明显高于11岁组(3.7μV及4.8μV),差异有统计学意义(P<0.05)。多动症汉字不相关及假字组的 P2(2.6μV及4.3μV)、不相关 N2波幅(6.1μV)均明显低于正常对照组,差异均有统计学意义(均 P>0.05)。(2)计算 ERP:8岁组 P2及 P3潜伏期加法(215ms、746ms);减法(207ms、692ms);乘法(216ms、679ms)均长于11岁组,差异均有统计学意义(均 P>0.05)。癫痫患儿各导联 P3潜伏期均明显长于正常对照组,差异均有统计学意义(均 P>0.05)。结论汉字与计算认知波形稳定,ERP 可作为评价正常儿童认知的客观指标,基础研究与临床研究相结合,可对认知障碍及学习障碍的儿童提供诊断及治疗的量化依据,对患儿的早期诊断及干预提供帮助。
Objective To compare the mental process of Chinese characters and children with normal children and cognitive impairment. Methods Normal children were divided into 20-year-old group and 20-year-old group. The cognitive impairment was divided into ADHD group (30 cases, mean age 9.1 years) and epilepsy group (23 cases, mean age 10.9 years). Using a single Chinese semantic start and calculation module stimulation. BESA software extracted event-related potential (ERP) for comparative analysis. Results (1) Chinese ERP was not related to the normal group of 8 years old children. The amplitude of pseudotyped N2 (12.1μV, 11.7μV) was significantly higher than that of the 11-year old group (3.7μV and 4.8μV). The difference was statistically significant (P0.05) . P2 (2.6μV and 4.3μV) and irrelevant N2 amplitude (6.1μV) in ADHD-related and false-word group were significantly lower than those in normal control group (all P> 0.05). (2) Calculated the latency of P2 and P3 in ERP group (215ms, 746ms) in 8-year-old group; the subtraction (207ms, 692ms) and multiplication (216ms, 679ms) ). The latent period of each lead P3 in children with epilepsy was significantly longer than that in normal control group (all P> 0.05). Conclusion The Chinese characters and the calculated cognitive waveform are stable. ERP can be used as an objective index to evaluate the cognition of normal children. The combination of basic research and clinical research can provide a quantitative basis for diagnosis and treatment of children with cognitive impairment and learning disabilities. Early diagnosis and intervention to help.