摘要
目的：考查学习障碍儿童的长时记忆功能及各亚型记忆缺陷的特点。方法：对９７名学习障碍儿童（语文障碍３１人、数学障碍２１人、混合型障碍４５人）和６３名正常学习儿童作个别记忆测查，测试内容包括自由回忆（频度联想回忆、语义归类回忆和图画回忆）、再认（汉词听觉辨认和图画视觉再认）和联想学习（词对学习和符号－图画学习）。结果：混合型障碍儿童各项记忆分数（除符号－图画学习外）均低于对照组，语文障碍组的多数记忆成绩（除词听觉辨认和符号－图画学习外）也低于对照组，数学障碍组仅语义归类回忆和图画视觉再认的分数低于对照组；三型学习障碍的比较，仅发现混合障碍组频度联想回忆正确数低于数学障碍组；反映记忆策略和反应标准的各项指标的组间差异不明显，仅语文障碍组的词对学习的报告准确率低于对照组；各项记忆分数与学习成绩的相关在０．２０～０．４２之间。结论：各型学习障碍儿童的长时记忆功能存在不同程度的缺陷，他们的记忆策略和反应标准与正常学习儿童相似。
Objective: To investigate long-term memory functioning of children with learning disabilitiesand memory deficit Patterns of the disabled subgroups. Methods:Ninety-seven learning disabled children (31 Verbal disabled, 21 Mathematic disabled, and 45 Mixed disabled) and 63 nondisabled children were compared on free recall(Freqent associate words, Catergory associate words, and Pictures), recognition(Auditory word recognition and Visual picture recognition),and associate learning (Word matching and Symbol-picture matching). Results: Relative to controls, the mixed disabled children had significantly lower scores on the free recall, recognition, and verbal associate learning tasks; the verbal disabled children performed poorly on the free recall tasks, visual picture recognition and verbal associate learning; the mathematic disabled children had difficulties only on the catergory word recall and visual picture recognition. On the comparision among subgroups, the mixed disabled chilldren scored lowerly than the methematic disabled children on the frequent associate word recall. On the cognition strategies and reaction standards, recall acuracy of the verbal disabled children was lower than that of controls on the word associale learning. Conclusion:Long-term memory of the disabled children was impaired and their cognition strategies and reaction stardards were similar to normal children.
出处
《中国临床心理学杂志》
CSCD
1998年第4期216-221,共6页
Chinese Journal of Clinical Psychology
基金
湖南医科大学科学研究基金
关键词
学习障碍
儿童
长时记忆
比较研究
Learning disablities, Children, Long-term memory
