中国儿童保健杂志 ›› 2022, Vol. 30 ›› Issue (8): 834-838.DOI: 10.11852/zgetbjzz2021-1427

• 科研论著 • 上一篇    下一篇

儿童认知能力与学习障碍的关联性研究

刘姿镃, 徐小雨, 潘宁, 金钰莹, 郭旭宁, 李秀红   

  1. 中山大学公共卫生学院妇幼卫生学系,广东 广州 510080
  • 收稿日期:2021-09-16 修回日期:2022-01-27 发布日期:2022-08-17 出版日期:2022-08-10
  • 通讯作者: 李秀红, E-mail: lixh@mail.sysu.edu.cn
  • 作者简介:刘姿镃(1998-),女,云南人,硕士研究生在读,主要研究方向为儿童学习障碍、孤独症谱系障碍。
  • 基金资助:
    国家自然科学基金面上项目(81673197);广东省自然科学基金项目(2021A1515011757)

Study on the correlation between cognitive ability and learning disability in children

LIU Zi-zi, XU Xiao-yu, PAN Ning, JIN Yu-ying, GUO Xu-ning, LI Xiu-hong   

  1. Department of Maternal and Child Health, School of Public Health, Sun Yat-sen University, Guangzhou, Guangdong 510080,China
  • Received:2021-09-16 Revised:2022-01-27 Online:2022-08-10 Published:2022-08-17
  • Contact: LI Xiu-hong, E-mail: lixh@mail.sysu.edu.cn

摘要: 目的 分析二~五年级小学生认知加工缺陷与不同类型学习障碍的关联性,为其针对性干预措施的建立提供参考依据。方法 2019年12月通过分层整群随机抽样抽取广州市二~五年级1 905名小学生,采用学习障碍筛查量表(PRS)筛查学习障碍儿童,采用儿童汉语阅读障碍筛查量表(DCCC)了解其认知特征,采用χ2检验、t检验及Logistic回归进行数据统计分析。 结果 存在书面表达障碍(OR=2.70, 95%CI:1.01~7.18)、注意力障碍(OR=4.44, 95%CI:1.50~13.10)和视知觉障碍(OR=2.93, 95%CI:1.35~6.35)的儿童发生学习障碍的风险更高(P<0.05)。注意力障碍儿童发生言语型学习障碍的风险更高 (OR=9.02, 95%CI:1.82~44.84),视知觉障碍儿童发生非言语型学习障碍的风险更高 (OR=4.01, 95%CI:1.59~10.10),注意力障碍(OR=6.06, 95%CI:1.88~19.49)和视知觉障碍(OR=4.61, 95%CI:1.76~12.04)同时存在的儿童发生混合型学习障碍的风险更高。 结论 多维度的认知障碍与学习障碍的发生相关,其中注意力障碍儿童更易存在言语型学习障碍,视知觉障碍更易存在非言语型学习障碍,混合型学习障碍则同时与注意力障碍和视知觉障碍显著相关。

关键词: 学习障碍, 认知能力, 注意力障碍, 视知觉障碍, 学龄儿童

Abstract: Objective To analyze the correlation between cognitive processing defects and different types of learning disabilities in second- to fifth-grade pupils, so as to provide reference for targeted intervention measures. Methods A total of 1 905 second- to fifth-grade pupils in Guangzhou were randomly selected by stratified cluster sampling. Children with learning disabilities were screened by the Pupil Revised-Screening for Learning Disability (PRS) and the Dyslexia Checklist for Chinese Children(DCCC). Data were analyzed by χ2 test, t test and Logistic regression. Results Children with written expression disorder (OR=2.70, 95%CI: 1.01 - 7.18), attention disorder (OR=4.44, 95%CI: 1.50 - 13.10) and visual perception disorder (OR=2.93, 95%CI: 1.35 - 6.35) were more likely to have learning disabilities. Children with attention disorder had a higher risk of verbal learning disorder (OR=9.02, 95%CI: 1.82 - 44.84), and children with visual perception disorder had a higher risk of non-verbal learning disorder (OR=4.01, 95%CI: 1.59 - 10.10).Children with attention disorder (OR=6.06, 95%CI: 1.88 - 19.49) and visual perception disorder (OR=4.61, 95%CI: 1.76 - 12.04) had a higher risk of developing mixed learning disorder. Conclusions Multi-dimensional cognitive impairment is related to the occurrence of learning disabilities. Specifically, children with attention impairment and visual perception impairment are more likely to have verbal learning impairment, and non-verbal learning impairment, respectively. Mixed learning impairment is significantly related to both attention impairment and visual perception impairment.

Key words: learning disorder, cognition, attention disorder, visual perception disorder, school-age children

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