言语型学习障碍儿童的智力因子分析
[摘要]目的：了解言语型学习障碍儿童在智力因子上与正常儿童的差异，为实施干预提供认知及神经心理学方面的依据。方法：设立学习障碍组与正常对照组，两组儿童逐个进行韦氏儿童智力量表检查，取得量表各项内容的数据。结果：两组儿童的三个因子分及因子商均存在极显著性差异。结论：言语型学习障碍儿童智力构成各要素发展水平均与正常儿童有差异，尤以对抽象言语信息的加工处理能力受损明显。
[关键词]言语型学习障碍；学龄儿童；智力因子
[中图分类号]R749.94 [文献标识码]A [文章编号]1673-7210(2007)10(c)-092-02
Analysis on intelligence factor of children with verbal learning disorder
WANG Ping1,ZHU Dong-sheng1,ZHONG Xi-xia1,CAI Xiao-mei1,QIU Yi-teng1,JIANG Xiao-e2,LI Rong-han1,HUANG Meng-ni1
(1.Department of Child Health Care, MCH Hospital of Guangdong Province，Guangzhou510010,China;2.Central Hospital of Liwan District, Guangzhou 510010,China)
[Abstract]Objective: To explore the characteristic difference of intelligence factor between the children with VLD and the normal children. Methods: To set up a case group and a contrast group, the WISC-CR test was performed individually in the two groups. Results: The difference between VLD and normal control was significant in all results,especially in the verbal test. Conclusion:There are damages of the ability to deal with the abstract information in the children with VLD.
[Key words]Verbal learning disorder; School-age children; Intelligence factor
学习障碍(learning disorders,LD)是学龄儿童中较为常见的问题，一般估计学龄儿童患病率为2%~8%[1]。其中又可分为言语型学习障碍与非言语型学习障碍，临床上以言语型学习障碍为多见[2]。儿童的学习能力与智力水平极其相关，了解学习障碍尤其是言语型学习障碍儿童的智力特征，对学习障碍的干预具有重要的现实意义。
1 对象和方法
1.1 对象
根据中国精神疾病分类方案与诊断标准(CCMD-2-R)[3]结合学习障碍儿童筛查量表(PRS)[4](要求言语部分得分, 百拇医药(王 萍 朱冬生 钟细霞 蔡小梅 邱亿腾 江笑娥 李容汉 黄梦)
[关键词]言语型学习障碍；学龄儿童；智力因子
[中图分类号]R749.94 [文献标识码]A [文章编号]1673-7210(2007)10(c)-092-02
Analysis on intelligence factor of children with verbal learning disorder
WANG Ping1,ZHU Dong-sheng1,ZHONG Xi-xia1,CAI Xiao-mei1,QIU Yi-teng1,JIANG Xiao-e2,LI Rong-han1,HUANG Meng-ni1
(1.Department of Child Health Care, MCH Hospital of Guangdong Province，Guangzhou510010,China;2.Central Hospital of Liwan District, Guangzhou 510010,China)
[Abstract]Objective: To explore the characteristic difference of intelligence factor between the children with VLD and the normal children. Methods: To set up a case group and a contrast group, the WISC-CR test was performed individually in the two groups. Results: The difference between VLD and normal control was significant in all results,especially in the verbal test. Conclusion:There are damages of the ability to deal with the abstract information in the children with VLD.
[Key words]Verbal learning disorder; School-age children; Intelligence factor
学习障碍(learning disorders,LD)是学龄儿童中较为常见的问题，一般估计学龄儿童患病率为2%~8%[1]。其中又可分为言语型学习障碍与非言语型学习障碍，临床上以言语型学习障碍为多见[2]。儿童的学习能力与智力水平极其相关，了解学习障碍尤其是言语型学习障碍儿童的智力特征，对学习障碍的干预具有重要的现实意义。
1 对象和方法
1.1 对象
根据中国精神疾病分类方案与诊断标准(CCMD-2-R)[3]结合学习障碍儿童筛查量表(PRS)[4](要求言语部分得分, 百拇医药(王 萍 朱冬生 钟细霞 蔡小梅 邱亿腾 江笑娥 李容汉 黄梦)