学习障碍儿童工作记忆和执行功能特征分析(3)
[3] 李君荣,周平,丁继良.学习障碍儿童筛检测试的应用研究.中国学校卫生,1999,20(6):414-415.
[4] 范晓玲,龚耀先.4～6年级多重成就测验的编制.中国临床心理学杂志,2005,13(3):253-257.
[5] 刘哲宁.Wisconsin卡片分类测试的临床运用.国外医学:精神病学分册,1999,26(1):6-9.
[6] 程灶火,陶金花,刘新民,等.学习技能诊断测验的初步编制.中国临床心理学杂志,2007,15(5):447-469.
[7] ALLOWAY TP, SUSAN E, GATHERCOLE SE, et al. Astructural analysis of working memory and related cognitive skills in young children. J Experim Child Psychol, 2004,87(2):85-106.
[8] SIEGEL LS. Phonological processing deficits as the basis of a reading disability. Dev Rev, 1993,13:246-257.
[9] 季春梅.威斯康星卡片分类测验在执行功能障碍研究中的应用.神经疾病与精神卫生,2005,5(4):322-324.
[10]周世杰,张拉艳.学习困难儿童的工作记忆研究.中国临床心理学杂志,2004,12(3):313-317.
[11]TUNMER WE, HOOVER WA. Cognitive and linguistic factors in learning to read//GOUGH PB, EHRI LC, TREIMAN R. Reading acquisition. Hillsdale, NJ: Erlbaum,1992:175-214.
[12]KEELER ML, SWANSON HL. Does strategy knowledge influence working memory in children with mathematical disabilities? J Learning Disab, 2001,34(5):418-434.
[13]SWANSON HL, SACHSE-LEE C. Mathematical problem solving and working memory in children with learning disabilities: Both executive and phonological processes are important. J Exper Child Psychol, 2001,79(3):294-321.
[14]PASSOLUNGHI MC, SIEGEL LS. Short-term memory, workingmemory, and inhibitory control in children with difficulties in arithmetic problem solving. J Exper Child Psychol, 2001,80(1):44-57.
(收稿日期:2009-10-20;修回日期:2009-11-17), http://www.100md.com(刘 健,段海鸿,汪永光,王义强,吕雅英,沈志华)
[4] 范晓玲,龚耀先.4～6年级多重成就测验的编制.中国临床心理学杂志,2005,13(3):253-257.
[5] 刘哲宁.Wisconsin卡片分类测试的临床运用.国外医学:精神病学分册,1999,26(1):6-9.
[6] 程灶火,陶金花,刘新民,等.学习技能诊断测验的初步编制.中国临床心理学杂志,2007,15(5):447-469.
[7] ALLOWAY TP, SUSAN E, GATHERCOLE SE, et al. Astructural analysis of working memory and related cognitive skills in young children. J Experim Child Psychol, 2004,87(2):85-106.
[8] SIEGEL LS. Phonological processing deficits as the basis of a reading disability. Dev Rev, 1993,13:246-257.
[9] 季春梅.威斯康星卡片分类测验在执行功能障碍研究中的应用.神经疾病与精神卫生,2005,5(4):322-324.
[10]周世杰,张拉艳.学习困难儿童的工作记忆研究.中国临床心理学杂志,2004,12(3):313-317.
[11]TUNMER WE, HOOVER WA. Cognitive and linguistic factors in learning to read//GOUGH PB, EHRI LC, TREIMAN R. Reading acquisition. Hillsdale, NJ: Erlbaum,1992:175-214.
[12]KEELER ML, SWANSON HL. Does strategy knowledge influence working memory in children with mathematical disabilities? J Learning Disab, 2001,34(5):418-434.
[13]SWANSON HL, SACHSE-LEE C. Mathematical problem solving and working memory in children with learning disabilities: Both executive and phonological processes are important. J Exper Child Psychol, 2001,79(3):294-321.
[14]PASSOLUNGHI MC, SIEGEL LS. Short-term memory, workingmemory, and inhibitory control in children with difficulties in arithmetic problem solving. J Exper Child Psychol, 2001,80(1):44-57.
(收稿日期:2009-10-20;修回日期:2009-11-17), http://www.100md.com(刘 健,段海鸿,汪永光,王义强,吕雅英,沈志华)