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目的探讨学习能力障碍儿童神经心理特征及各神经心理学检查的公共因子，进而为简化测验过程提供参考。方法应用因子分析方法对某小学部分学龄儿童的声光反应时、瑞文标准推理测验、本顿视觉保持试验及学习障碍儿童筛查量表等１５项神经心理学指标进行研究。结果上述１５项神经心理学指标主要由４个公共因子支配，分别是“学习认知因子”、“一般智力因子”、“视知觉与注意因子”及“反应速度因子”。结论Ｆ１（学习认知因子）与Ｆ２（一般智力因子）的累积贡献率达到５０％以上，认为该两项因子较能突出地反映学习障碍（ＬＤ）儿童的神经心理特征。本研究提供了探讨ＬＤ儿童认知特性的实验依据。
Objective To explore the neuropsychological characteristics of children with learning disabilities and the common factors of each neuropsychological examination, and then provide a reference for simplifying the testing process. Methods A total of 15 neuropsychological indicators, including acousto-optic response, Raven’s standard reasoning test, Benton visual retention test and children with learning disabilities screening scale, were studied by factor analysis method. Results The above 15 neuropsychological indicators were dominated by 4 common factors, namely “cognitive learning”, “general intelligence”, “visual perception and attentional factors” and “reaction rate factor”. Conclusion The cumulative contribution rate of F1 (learning cognitive factor) and F2 (general intelligence factor) is above 50%. It is considered that these two factors can better reflect the neuropsychological characteristics of children with learning disability (LD). This study provides experimental evidence to explore the cognitive characteristics of LD children.