摘要
目的:比较阅读障碍儿童与正常儿童在本顿视觉保持测验中的反应特征,探索阅读障碍儿童视觉空间记忆能力的特点。方法:①2005-07/2006-05在儿童发育行为门诊遴选阅读障碍儿童20名(平均年龄10.2岁),按1∶1配对原则,选择年龄、性别、年级和家庭状况等条件与阅读障碍组相似的20名正常阅读能力儿童为对照组(平均年龄10.1岁)。②应用国内修订版本顿视觉保持测验C式B法,D式C法和E式D法对两组儿童进行个别测试。C式图卡呈现5s后让被试默画(视觉记忆能力),D式图卡让被试临摹(视觉结构能力),E式图卡呈现10s后间隔15s再让被试默画(视觉延迟记忆能力)。③对两组儿童的视觉记忆保持能力、视觉结构能力和延迟记忆能力进行测试,分别记录两组儿童测验的正确分(每一图卡根据全或无的原则记1或0分,总分0～10)及错误次数(错误类型分为遗漏或增加、变形、持续、旋转、位置错误和大小错误6个范畴),进行配对t检验。结果:40名受试者均进入结果分析。①正确得分:在视觉记忆和视觉结构能力测验中阅读障碍组低于对照组(5.00±2.45,6.60±1.82,P=0.019;7.50±2.44,8.95±1.32,P=0.015),在视觉延迟记忆测试中,两组得分比较差异不显著(P=0.077)。②总错误分:在视觉记忆和视觉结构能力测验中阅读障碍组高于对照组(7.65±4.20,4.90±3.24,P=0.016;3.20±3.93,1.15±1.46,P=0.035),在视觉延迟记忆测试中,两组得分比较差异不显著(P=0.389)。③错误类型:阅读障碍组儿童在视觉记忆能力测试中变形和持续性错误次数均显著多于对照组(3.95±2.40,1.75±1.52;0.35±0.67,0;P均<0.05),在视觉结构能力测试中变形错误次数显著多于对照组(1.35±1.69,0.35±0.75,P<0.05)。结论:阅读障碍儿童的视觉空间短时记忆能力、视觉结构和视觉运动整合能力存在缺陷。
AIM： To probe the characteristics of visual-spatial memory in children with specific reading disorder （SRD） through comparing the response in Benton visual retention test between children with SRD and normal children.
METHODS： （1）Twenty SRD children （mean age was 10.2 years） were enrolled from the Clinic of Children Behavioral Disorder from July 2005 to May 2006. And 20 normal reading children （mean age was 10.1 years） with the same age, sex, grade and family condition were chosen as control group.（2）The Chinese revised Benton Visual Retention Test was applied to assess the visual memory retention, visual construction and delay memory of both groups of children. The test was carded out individually. The subjects were asked to draw the C pattern figures from memory after 5 seconds presentation （B method）, copy the D pattern figures as they were presenting （C method）, and draw the E pattern figures from memory 15 seconds after they were showed for 10 seconds （D method）.（3）The correct score and error times were recorded separately. Each figure card was scored 0 or 1 according the principle of ＂all or none＂, and the total score of each test method ranged from 0 to 10. The error types included omissions or additions, distortions, persistence, rotations, misplacements, and size errors. The correct scores and error times of two groups were compared by pared t test.
RESULTS： all 40 subjects were involved in the result analysis.（1）Correct score： The correct scores of children with SRD were fewer than that of normal children in C pattern B method and D pattern C method （5.00±2.4, 6.60±1.82, P =0.019; 7.50±2.44, 8.95±1.32, P =0.015）. （2）The total error times were more in SRD group than those of control group in C pattern B method and D pattern C method （7.65±4.20, 4.90±3.24, P =0.016; 3.20±3.93, 1.15±1.46, P =0.035）. However, the correct score and erroneous score had no difference between the SRD children and the normal children in E pattern C method test （P =0.077, P =0.389）.（3）The times of all types of mistakes： The children with SRD made more distortions and persistence error in C patterns B method test （3.95±2.40, 1.75±1.52; 0.35±0.67, 0, P 〈 0.05）, and more distortions in D pattern C method test （1.35±1.69, 0.35±0.75, P 〈 0.05） than controls.
CONCLUSION： Children with SRD have defections in visual-spatial short memory, visual construction ability and visual-motor integration ability.
出处
《中国组织工程研究与临床康复》
CAS
CSCD
北大核心
2007年第9期1667-1670,共4页
Journal of Clinical Rehabilitative Tissue Engineering Research
基金
国家自然科学基金资助项目(30470579
30671771)~~
