CAJ | 학술논문

目的：验证语文学习困难儿童视空间注意范围是否存在缺陷,探讨其大脑电生理动态变化特点。方法用王恩国等量表筛选可疑语文学习困难儿童,采用事件相关电位技术,固定位置注意范围等级提示范式完成字母搜索按键任务,对行为结果与脑电结果进行分析。结果行为数据上,对反应时进行重复测量方差分析结果显示,被试类型主效应、注意范围主效应差异均有统计学意义[F(1,35)=4.34,P<0.05,η2=0.11, F(1,35)=138．75,P<0.001,η2=0.79]。对正确率进行重复测量方差分析结果显示,被试类型主效应、注意范围主效应差异均有统计学意义[F(1,35)=4.99,P<0.05,η2=0.13,F(1,35)=101.83,P<0.01,η2=0.74]。语文学习困难儿童在大、小2种注意范围提示下,反应时长于对照组,正确率低于对照组。脑电数据上,在大、小2种注意范围提示条件下,语文学习困难儿童诱发了更大的P1波幅与更小的N1波幅。结论语文学习困难儿童注意范围存在缺陷,这种缺陷可能是由初级感知加工不足与注意分配缺陷造成。
목적：험증어문학습곤난인동시공간주의범위시부존재결함,탐토기대뇌전생리동태변화특점。방법용왕은국등량표사선가의어문학습곤난인동,채용사건상관전위기술,고정위치주의범위등급제시범식완성자모수색안건임무,대행위결과여뇌전결과진행분석。결과행위수거상,대반응시진행중복측량방차분석결과현시,피시류형주효응、주의범위주효응차이균유통계학의의[F(1,35)=4.34,P<0.05,η2=0.11, F(1,35)=138．75,P<0.001,η2=0.79]。대정학솔진행중복측량방차분석결과현시,피시류형주효응、주의범위주효응차이균유통계학의의[F(1,35)=4.99,P<0.05,η2=0.13,F(1,35)=101.83,P<0.01,η2=0.74]。어문학습곤난인동재대、소2충주의범위제시하,반응시장우대조조,정학솔저우대조조。뇌전수거상,재대、소2충주의범위제시조건하,어문학습곤난인동유발료경대적P1파폭여경소적N1파폭。결론어문학습곤난인동주의범위존재결함,저충결함가능시유초급감지가공불족여주의분배결함조성。
Objective To explore whether there is a visual spatial attention span deficit in children with Chi-nese language learning disability and the characteristics of brain electrophysiological dynamic change. Methods Adop-ting event-related potentials ( ERP ) technology and levels of visual spatial attention span with fixed location cuing pa-radigm were used to explore the characteristics of brain electrophysiological dynamic change. Results Based on the behavioral data,the repeated findings of analysis of variance on reaction time showed that both the main effect of the type of subjects[F(1,35)=4. 34,P<0. 05,η2=0. 11],and the main effect of attention span[F(1,35)=138. 75,P<0. 001,η2=0. 79] had statistical significance. The repeated analysis of variance on accuracy showed that the main effect of subjects type[F(1,35)= 4. 99,P<0. 05,η2=0. 13],and the main effect of attention span[F(1,35)=101. 83,P<0. 01,η2=0. 74] were significantly different. Under large and small attention span conditions,the children with Chinese language learning disability showed a longer time of reaction and a lower accuracy rate than the children in the control group. With the electroencephalograph( EEG) data and under large and small attention span conditions,the Chinese learning disability children showed enhanced P1 amplitude and reduced N1 amplitude. Conclusions There is a visual spatial attention span deficit in children with Chinese learning disability which may be caused by a weak prima-ry sensory processing ability and divided attention deficit.