中华眼视光学与视觉科学杂志
中華眼視光學與視覺科學雜誌
중화안시광학여시각과학잡지
Chinese Journal of Optometry Ophthalmology and Visual Science
2015年
9期
528-532
,共5页
施青%刘振兴%周祁%刘歆%陈冉冉%徐玉乐%毕燕龙
施青%劉振興%週祁%劉歆%陳冉冉%徐玉樂%畢燕龍
시청%류진흥%주기%류흠%진염염%서옥악%필연룡
视知觉学习%老视%阅读视力%最大阅读速度%临界字体
視知覺學習%老視%閱讀視力%最大閱讀速度%臨界字體
시지각학습%로시%열독시력%최대열독속도%림계자체
Perceptual learning%Presbyopia%Reading acuity%Maximum reading speed%Critical print size
目的 探讨视知觉学习对早期老视者临床症状的改善作用.方法 前瞻性对照研究.选取来本院就诊的有早期老视症状者80例,年龄40～45岁,平均(42.3±2.5)岁,负镜片法测量双眼调节幅度,选取调节力差的眼为受检眼(80眼),随机数字表法分为2组,一组进行为期3个月,每周3次,每次12～15 min的视知觉学习训练(治疗组);另一组为对照组.评估治疗组训练前和训练3、6、9、12周后的主观感受,2组训练前和训练3、6、9、12周后的单眼远视力、调节幅度、阅读视力、最大阅读速度、临界字体、眼前节光学相干断层扫描仪(AS-OCT)检查晶状体调节变化幅度.采用重复测量资料方差分析对各项指标不同时间点的数据进行统计分析.结果 训练前和训练3、6、9、12周后,治疗组各项主观感受评分:视近困难、阅读疲劳、暂时性视物模糊、眼部酸痛、久视头晕评分训练前后差异均有统计学意义(F=283.9、482.7、160.9、198.3、126.7,P均＜0.05).治疗组和对照组单眼远视力、调节幅度、晶状体调节变化幅度训练前后变化趋势的差异均无统计学意义;但阅读视力、最大阅读速度、临界字体训练前后变化趋势的差异均有统计学意义(F=30.3、4.6、41.5,P均＜0.05).结论 视知觉学习训练可有效改善有早期老视症状者的近距离阅读能力.
目的 探討視知覺學習對早期老視者臨床癥狀的改善作用.方法 前瞻性對照研究.選取來本院就診的有早期老視癥狀者80例,年齡40～45歲,平均(42.3±2.5)歲,負鏡片法測量雙眼調節幅度,選取調節力差的眼為受檢眼(80眼),隨機數字錶法分為2組,一組進行為期3箇月,每週3次,每次12～15 min的視知覺學習訓練(治療組);另一組為對照組.評估治療組訓練前和訓練3、6、9、12週後的主觀感受,2組訓練前和訓練3、6、9、12週後的單眼遠視力、調節幅度、閱讀視力、最大閱讀速度、臨界字體、眼前節光學相榦斷層掃描儀(AS-OCT)檢查晶狀體調節變化幅度.採用重複測量資料方差分析對各項指標不同時間點的數據進行統計分析.結果 訓練前和訓練3、6、9、12週後,治療組各項主觀感受評分:視近睏難、閱讀疲勞、暫時性視物模糊、眼部痠痛、久視頭暈評分訓練前後差異均有統計學意義(F=283.9、482.7、160.9、198.3、126.7,P均＜0.05).治療組和對照組單眼遠視力、調節幅度、晶狀體調節變化幅度訓練前後變化趨勢的差異均無統計學意義;但閱讀視力、最大閱讀速度、臨界字體訓練前後變化趨勢的差異均有統計學意義(F=30.3、4.6、41.5,P均＜0.05).結論 視知覺學習訓練可有效改善有早期老視癥狀者的近距離閱讀能力.
목적 탐토시지각학습대조기로시자림상증상적개선작용.방법 전첨성대조연구.선취래본원취진적유조기로시증상자80례,년령40～45세,평균(42.3±2.5)세,부경편법측량쌍안조절폭도,선취조절력차적안위수검안(80안),수궤수자표법분위2조,일조진행위기3개월,매주3차,매차12～15 min적시지각학습훈련(치료조);령일조위대조조.평고치료조훈련전화훈련3、6、9、12주후적주관감수,2조훈련전화훈련3、6、9、12주후적단안원시력、조절폭도、열독시력、최대열독속도、림계자체、안전절광학상간단층소묘의(AS-OCT)검사정상체조절변화폭도.채용중복측량자료방차분석대각항지표불동시간점적수거진행통계분석.결과 훈련전화훈련3、6、9、12주후,치료조각항주관감수평분:시근곤난、열독피로、잠시성시물모호、안부산통、구시두훈평분훈련전후차이균유통계학의의(F=283.9、482.7、160.9、198.3、126.7,P균＜0.05).치료조화대조조단안원시력、조절폭도、정상체조절변화폭도훈련전후변화추세적차이균무통계학의의;단열독시력、최대열독속도、림계자체훈련전후변화추세적차이균유통계학의의(F=30.3、4.6、41.5,P균＜0.05).결론 시지각학습훈련가유효개선유조기로시증상자적근거리열독능력.
Objective To evaluate how effective perceptual learning can be in improving the clinical symptoms of patients with early stage presbyopia.Methods Eighty patients with presbyopia 40-45 years old, mean age 42.3±2.5 years, were randomly recruited (80 eyes) for a prospective control study.The subjects' amplitudes of accommodation were measured with a minus-lens test.The patients were randomly divided into two groups.Forty patients were trained for 12-15 minutes per session, 3 times per week over a 3-month period using perceptual learning software (the treatment groups).Another 40 patients were allocated to the control groups.The data for subjective symptoms and visual acuity, reading acuity, maximum reading speed, critical print size, accommodation, and lens thickness changes in the amplitude of accommodation were measured for each patient at five time points: before training, and 3, 6, 9 and 12 weeks after perceptual learning treatment.The data were analyzed using repeated measures analysis of variance.Results Before training, and 3, 6, 9 and 12 weeks after perceptual learning treatment, the subjective symptoms improved and the differences were significant (F=283.9, 482.7, 160.9, 198.3, 126.7, all P＜0.05).The differences in the tendency for change between the treatment groups and the control groups were not significant for visual acuity and accommodation.The differences in the tendency for change between the treatment and the control groups for reading acuity, maximum reading speed, critical print size were significant (F=30.3, 4.6, 41.5, all P＜0.05).Conclusion Perceptual learning can improve the near reading ability of patients with early stage presbyopia.
