中国临床心理学杂志

学习困难儿童视听知觉特征与智力结构的关系探讨

作者：童方¹ 2 朱莉琪¹

单位：1. 中科院心理所中科院研究生院北京 100101
2. 首都儿科研究所北京 100020

分类号：R395.1

出版年,卷(期):页码：2006,14(6):578-579

摘要：

目的:阐明Illinois心理语言测试与智力及Berry视觉-运动测试之间的交互关系。方法:对59名学习困难儿童进行韦氏智力测验I、llinois心理语言测试及Berry单项神经心理测试。结果:Illinois心理语言测试除听觉理解外,均与Berry视-动测验呈显著性正相关;除词汇表达外,均与韦氏测验的空间因子正相关;听觉理解、视觉组合与韦氏总智商、操作智商密切相关;语法组合、视觉联合及手势表达与概念因子正相关。表象和自动化水平有赖于视听知觉的整合。学习困难儿童的词汇表达、视觉记忆相对较低。结论:心理语言测试与智力测试不是测量同一种特质,认知水平与一般能力的空间因子密切相关,知觉的某些分测量与总智商有关,并与视觉-运动测量正相关。

Objective:To learn the relationship among Illinois Test of Psycholinguistic Abilities(ITPA),intelligence structure and Berry's visual-motor integration test.Methods:59 with children learning disability were tested with WISC,ITPA and Berry's VMI.The results were analyzed with descriptive and Pearson correlation.Were compared Structures of ITPA and IQ.Results:Children's psycholinguistic abilities had a strong relation with Berry's VMI test excluding auditory reception,and with perceptive factor of intelligence excluding verbal expression.Auditory reception and visual closure had a strong relation with FIQ and PIQ.Grammatic closure,visual association and manual expression had a strong relation with concept factor.More than 60% had lower visual perception.Conclusion:The objectives of ITPA and WISC tests are different.The psycholinguistic abilities had a strong relation with perceptive factors of IQ.Some of IPTA related with FIQ and VMI.

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作者简介：

参考文献：

[1] Berry K,Butenika HA.Development test of visual-motor integration.Chicago Follet Publishing,1982.10-12
[2] John N.Paraskevopoulos and Samuel A.Kiark.The Development and Psychometric Characteristics of the Revised Illinois Test of Psycholinguistic Abilities.University of Illinois Press,1969
[3] 丁艳华,冯玲英.学习困难儿童智力水平与结构分析.中国临床心理学杂志,2002,10(3):227-228
[4] 李淑仪.学习困难儿童的智力分析.中国临床心理学杂志,2003,11(1):63-64

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