CAJ | 학술논문

目的：研究小学学习障碍（ LD）儿童的认知功能特点，以期找到解决方法。方法以对照研究方法采用认知功能评估系统（DN：CAS）对学习障碍儿童（n＝32）和正常儿童（n＝32）进行测验。结果学习障碍儿童组在同时性加工和注意上的得分分别为（33.86±6.89）和（25.41±7.56），正常儿童组分别为（40.55±5.25）和（34.05±8.97），两组存在显著性差异（P＜0.01），具体表现在言语空间关系、图形记忆、数字检测、接受性注意上障碍。多元回归分析显示，全量表分对学习障碍儿童的学习成绩有显著预测作用，解释量为27.8％。结论学习障碍儿童组存在认知缺陷，特别是同时性加工和注意明显低于正常儿童组。
목적：연구소학학습장애（ LD）인동적인지공능특점，이기조도해결방법。방법이대조연구방법채용인지공능평고계통（DN：CAS）대학습장애인동（n＝32）화정상인동（n＝32）진행측험。결과학습장애인동조재동시성가공화주의상적득분분별위（33.86±6.89）화（25.41±7.56），정상인동조분별위（40.55±5.25）화（34.05±8.97），량조존재현저성차이（P＜0.01），구체표현재언어공간관계、도형기억、수자검측、접수성주의상장애。다원회귀분석현시，전량표분대학습장애인동적학습성적유현저예측작용，해석량위27.8％。결론학습장애인동조존재인지결함，특별시동시성가공화주의명현저우정상인동조。
Objective To study the characteristics of cognitive function in primary school children with learning disorder to find out a solution.Methods The comparison research method and the cognitive assessment sys-tem(DN:CAS) were used to test learning disorder children(n=32) and normal children(n=32).Results There were significant differences in the scores of simultaneous processing and attention points between learning disorder children groups [ ( 33.86 ±6.89 ) , ( 25.41 ±7.56 ) ] and normal children group [ ( 40.55 ±5.25 ) , ( 34.05 ± 8.97)].The specific performances included the disorders of speech space relation, graphics memory, digital testing and acceptance notice.Multiple regression analysis showed that total scale score of learning disorder children′s academ-ic performance had significant predict effect, explaining the amount of 27.8%.Conclusion Learning disorder children have cognitive defects.Their simultaneous processing and attentions are significantly lower than normal children.