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目的探索非言语型学习障碍(nonverbal learning disabilities,NLD)对基本表情识别和对故事情境中情绪理解及其归因的认知特征。方法采用国内修订的表情识别测验及情境情绪理解测验方法对24名NLD儿童(男16,女8;平均年龄8.83岁)及按其年龄、性别1:1配对选出的24名正常儿童(男16,女8;平均年龄8.90岁)进行了测试分析。结果两组儿童对基本面孔表情识别能力基本相似(P>0.05),对情境中的表情判断亦无差别(P>0.05)。但在故事情境的情绪归因上,NLD组的成绩显著低于正常组儿童,且在生气、高兴和伤心三个归因分项上两组成绩差异有统计学意义(P均<0.05)结论 NLD儿童基本表情的识别能力与正常儿童基本相似,但对故事情境的情绪归因能力存在困难。
Objective To explore the recognition of basic expressions by nonverbal learning disabilities (NLD) and the cognitive characteristics of emotional comprehension and its attribution in story situations. Methods A total of 24 normal children (male 16, female 8; average age 8.83 years old) and 1: 1 matched by age and sex were enrolled in the study. The results were analyzed by the modified facial expression recognition test and situational emotion test. 16, female 8; average age 8.90 years) were tested and analyzed. Results The children of both groups had similar facial expression recognition ability (P> 0.05), and no significant difference (P> 0.05). However, in the sentiment of the story, the scores of the NLD group were significantly lower than those of the normal group, and there was significant difference between the two groups in the three attributions of being angry, happy and sad (all P <0.05) Conclusion The basic facial expression recognition ability of NLD children is basically similar to that of normal children, but it is difficult to assign emotion to the story situation.