不同亚型学习障碍儿童社会信息加工特点
发布时间：2019-05-29 16:46
【摘要】：目的探讨不同亚型学习障碍儿童社会信息加工特点,为探索其在社会发展上的缺陷及内在机制提供线索。方法在哈尔滨市2所普通小学的三~五年级学生中,根据各亚型学习障碍的诊断标准筛查数学障碍(MD)组(31名)、阅读障碍(RD)组(29名)、阅读伴数学障碍(RD/MD)组(29名)儿童,在学习障碍儿童所在班级中随机选择29名一般儿童组成对照组。设置儿童与同伴、成人相互作用的3类情景,每类情景又分为模糊情景和清晰情景,对4组儿童进行结构性访谈。结果清晰同伴加入和清晰权威情景下,4组儿童的总反应数量差异均有统计学意义(F值分别为2.91,3.30,P值均0.05)。在反应评估阶段,在清晰权威情景下,4组儿童的人际效能感差异有统计学意义(F=3.16,P0.05)。在清晰同伴加入情景下,4组儿童选择的反应策略差异有统计学意义(χ2=17.28,P0.05);RD/MD儿童更倾向于选择攻击行为(44.83%),而MD儿童、RD儿童和一般儿童更倾向于选择亲社会性行为(58.06%,51.72%,44.83%)。结论各亚型学习障碍儿童社会信息加工过程存在显著缺陷,RD/MD儿童的社会信息加工缺陷更应受到关注。
[Abstract]:Objective to explore the characteristics of social information processing in children with different subtypes of learning disabilities, and to provide clues for exploring their defects and internal mechanisms in social development. Methods among the third to fifth grade students in 2 primary schools in Harbin, 31 students in (MD) group and 29 students in (RD) group were screened according to the diagnostic criteria of each subgroup of learning disabilities. 29 children in the reading with math disorder (RD/MD) group were randomly selected from the class of children with learning disabilities to form the control group. Three kinds of scenarios of interaction between children, peers and adults were set up, each of which was divided into fuzzy situations and clear situations, and four groups of children were interviewed structurally. Results under the condition of clear peer addition and clear authority, the total response quantity of the four groups was significantly different (F = 2.91, 3.30, P = 0.05). In the response assessment stage, under the clear authority scenario, the interpersonal efficacy of the four groups of children was significantly different (F 鈮，
本文编号：2488065
[Abstract]:Objective to explore the characteristics of social information processing in children with different subtypes of learning disabilities, and to provide clues for exploring their defects and internal mechanisms in social development. Methods among the third to fifth grade students in 2 primary schools in Harbin, 31 students in (MD) group and 29 students in (RD) group were screened according to the diagnostic criteria of each subgroup of learning disabilities. 29 children in the reading with math disorder (RD/MD) group were randomly selected from the class of children with learning disabilities to form the control group. Three kinds of scenarios of interaction between children, peers and adults were set up, each of which was divided into fuzzy situations and clear situations, and four groups of children were interviewed structurally. Results under the condition of clear peer addition and clear authority, the total response quantity of the four groups was significantly different (F = 2.91, 3.30, P = 0.05). In the response assessment stage, under the clear authority scenario, the interpersonal efficacy of the four groups of children was significantly different (F 鈮，
本文编号：2488065
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