论文部分内容阅读
目的:观察学习障碍(LD)儿童视觉注意力及听觉注意力的变化特点。方法:选择LD患儿247例为观察组,并抽取成绩居班级前40%的正常儿童247例为对照组。采用联合瑞文测试评定两组儿童的智商水平;采用上海心理健康研究所研发的持续注意力测试法进行持续视觉注意力和听觉注意力测试。结果:两组智商评分差异不显著(P>0.05)。观察组视觉注意力异常率84.2%,听觉注意力异常率95.1%,同时存在视觉及听觉注意力异常率80.2%;对照组视觉注意力异常率34.8%,听觉注意力异常率27.9%,同时存在视觉及听觉注意力异常率18.6%。观察组视觉注意力异常率、听觉注意力异常率,以及同时存在视觉及听觉注意力异常率均非常显著高于对照组(P<0.01)。结论:视觉注意力障碍和听觉注意力障碍可能是导致LD的重要原因之一。
Objective: To observe the changes of visual attention and auditory attention in children with learning disability (LD). Methods: A total of 247 children with LD were selected as the observation group, and 247 normal children (40% of the children in the class) were selected as the control group. The intelligence level of two groups of children was evaluated by the joint Raven test. The sustained attention test and the attentional attention test were conducted by Shanghai Mental Health Research Institute. Results: There was no significant difference between the two groups (P> 0.05). The visual acuity abnormality rate was 84.2% in the observation group and 95.1% in the auditory attention rate, while the abnormal rate of visual and auditory attention was 80.2%. In the control group, the abnormal visual attention rate was 34.8% and the auditory attention abnormality rate was 27.9% Visual and auditory abnormalities rate of 18.6%. Visual acuity abnormalities rate, abnormal rate of auditory attention, and the abnormal rate of both visual and auditory attention in the observation group were significantly higher than those in the control group (P <0.01). Conclusion: Visual attention disorder and auditory attention disorder may be one of the important causes of LD.