發(fā)布時間：2019-05-29 16:46

【摘要】：目的探討不同亞型學習障礙兒童社會信息加工特點,為探索其在社會發(fā)展上的缺陷及內(nèi)在機制提供線索。方法在哈爾濱市2所普通小學的三~五年級學生中,根據(jù)各亞型學習障礙的診斷標準篩查數(shù)學障礙(MD)組(31名)、閱讀障礙(RD)組(29名)、閱讀伴數(shù)學障礙(RD/MD)組(29名)兒童,在學習障礙兒童所在班級中隨機選擇29名一般兒童組成對照組。設置兒童與同伴、成人相互作用的3類情景,每類情景又分為模糊情景和清晰情景,對4組兒童進行結(jié)構(gòu)性訪談。結(jié)果清晰同伴加入和清晰權(quán)威情景下,4組兒童的總反應數(shù)量差異均有統(tǒng)計學意義(F值分別為2.91,3.30,P值均0.05)。在反應評估階段,在清晰權(quán)威情景下,4組兒童的人際效能感差異有統(tǒng)計學意義(F=3.16,P0.05)。在清晰同伴加入情景下,4組兒童選擇的反應策略差異有統(tǒng)計學意義(χ2=17.28,P0.05);RD/MD兒童更傾向于選擇攻擊行為(44.83%),而MD兒童、RD兒童和一般兒童更傾向于選擇親社會性行為(58.06%,51.72%,44.83%)。結(jié)論各亞型學習障礙兒童社會信息加工過程存在顯著缺陷,RD/MD兒童的社會信息加工缺陷更應受到關注。
[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，

本文編號：2488065