轻度智障学生50名认知特点分析

发布时间：2018-04-11 19:46

本文选题：认知 + 智力　；参考：《中国学校卫生》2010年07期

【摘要】：目的探讨轻度智力障碍学生的智力水平和认知结构特征,为针对性地采取干预措施提供依据。方法采用认知评估系统对北京市培智学校50名轻度智力障碍学生进行测试。结果学生CAS测验全量表分数与中国韦氏儿童智力量表测验分数差异无统计学意义(t=0.419,P0.05)。在4个认知过程中,轻度智力障碍学生的注意分数最低,继时性加工分数显著高于计划、注意、同时性加工分数(P值均0.01);在8项认知任务中,数字匹配和数字觉察的分数相对较低,而言语空间关系、单词序列和句子重复分数相对较高。多元方差分析显示,非言语矩阵和数字觉察年龄的主效应显著。结论 CAS测验可以确定轻度智力障碍学生认知过程的薄弱点,为智力的研究提供了一个新的视角。
[Abstract]:Objective to explore the characteristics of intelligence and cognitive structure of students with mild mental retardation and to provide evidence for intervention.Methods A cognitive evaluation system was used to test 50 students with mild mental retardation in Beijing Peijiao School.Results there was no significant difference in the scores of CAS and Wechsler Intelligence scale between the students and the Chinese Wechsler Intelligence scale.In the four cognitive processes, the students with mild mental retardation had the lowest attention scores, and the scores of subsequent processing were significantly higher than those of the plan, and the scores of attention and sexual processing were all 0.01, among the 8 cognitive tasks,The scores of number matching and number perception are relatively low, while the scores of speech space relation, word sequence and sentence repetition are relatively high.Multivariate analysis of variance showed that the main effects of nonverbal matrix and digital age were significant.Conclusion CAS test can identify the weak points in the cognitive process of students with mild mental retardation and provide a new perspective for the study of intelligence.
【作者单位】：北京联合大学特殊教育学院;首都师范大学高师培训中心;北京宣武培智学校;北京丰台培智学校;北京朝阳培智学校;北京崇文培智学校;北京石景山培智学校;北京通州培智学校;
【基金】：北京市教委人文社科课题(编号:SM200411417001) 北京联合大学科技创新平台项目资助
【分类号】：G764

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