摘要
目的：考查学习障碍儿童的短时记忆和工作记忆及各型学习障碍儿童短时记忆特征，比较短时记忆和工作记忆对学习的相对贡献。方法：根据儿童的学科成绩、智力水平、教师对学习能力的评定，结合临床观察，从三所小学１５６４名学生中筛查出学习障碍儿童９７人（男７１人，女２６人），正常学习儿童６３人（男３６，女２７人），并根据主要困难所在把学习障碍儿童分为三组：语文障碍（３１人）、数学障碍（２１人）和混合型障碍（４５人）。对每个入组儿童作个别记忆测查，内容包括短时记忆（数字、汉词和符号）和工作记忆（数字、汉词、符号、故事）。结果：混合型障碍的短时记忆和工作记忆均低于对照组，语文障碍对言语材料的短时记忆和工作记忆中的故事理解低于对照组，数学障碍仅言语材料的短时记忆低于对照组；三型学习障碍之间仅在数字广度和故事Ⅱ阅读理解二项任务上有差异；短时记忆和工作记忆与学习成绩均有中度相关，工作记忆与数学成绩的相关更高。结论：学习障碍儿童存在共同的短时记忆和工作记忆缺陷，但缺陷程度有差异，这种缺陷可能与言语编码缺陷或记忆系统本身功能障碍有关。
Objective: To investigate the degree of differences on short-term memory (STM) andworking memory (WM) between learning disabled and nondisabled children, short-term memory deficit patterns of the disabled subgroups, and relation of the STM and WM to school subject scores. Methods: Ninety-seven learning disabled children (31 Verbal disabled, 21 Mathematic disabled,and 45 Mixed disabled) and 63 nondisabled children were compared on short-term memory (Digit, Chinese word, and Symbol) and working memory (Digit, Chinese word, Symbol and Story recall). Results: Short-term memory and working memory performances of mixed disabled children were lower than those of nondisabled children. Performance of the verbal disabled group was inferior to the nondisabled group on verbal span tasks and story recall. Mathematic disabled children were poorer than the controls on the verbal span tasks. Learning disabled subgroups showed differences on the digit span and story Ⅱ recall. Short-term memory and working memory were significantly correlated with subject scores, and mathematic score related with working memroy more highly than with short-term memory.Conclusion:Learning disabled children suffered generalized short-term memory and working memory deficits, possibly due to phonetic coding difficulty and dysfunction of memory system.
出处
《中国临床心理学杂志》
CSCD
1998年第3期129-135,共7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
短时记忆
工艺记忆
Learning disability
Children
Short-term memory
Working memory
