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本研究对美国“少年准备的儿科学检查（ＰＥＥＲＡＭＩＤ）”进行了翻译，并根据小样本预实验的结果和反馈意见进行了初步的修订。共调查了９—１１岁学习困难儿童２８名和正常儿童３２名，以研究两组儿童方神经心理功能差异。结果表明，ＰＥＥＲＡＭＩＤ—ＣＲ是较好的测量儿童学习准备和能力的工具，信度和效度检验均在可接受范围内。经因素分析，ＰＥＥＲＡＭＩＤ—ＣＲ可析出视觉一运动整合、语言提取和表达、时间序列组织、视觉加工、语言理解等九个因素。应用判别分析法，获得样本中与老师评价符合率为８３．３％。相关分析发现，ＰＥＥＲＡＭＩＤ—ＣＲ与学习成绩之间有显著性相关。本研究还从应用的角度来讨论学习困难儿童的行为和心理特征，为采取针对性的指导策略和教育干预提供客观依据。 相似文献
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ＰＡＲＡＭＥＴＥＲＩＤＥＮＴＩＦＩＣＡＴＩＯＮＯＦＬＩＮＥＡＲＳＹＳＴＥＭＳＶＩＡＧＥＮＥＲＡＬＨＹＢＲＩＤＯＲＴＨＯＧＯＮＡＬＦＵＮＣＴＩＯＮＳＹｉｎＪｉａｈｏｎｇ（尹家洪）（ＤｅｐａｒｔｎｉｅｎｔｏｆＭａｔｈｅｎｉａｔｉｃｓａｎｄＭｅｃｈａｎｉｃ... 相似文献
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ＴＨＥＢＥＨＡＶＩＯＲＯＦＡＣＬＡＳＳＯＦＥＰＩＤＥＭＩＯＬＯＧＩＣＡＬＭＯＤＥＬＷＩＴＨＰＯＰＵＬＡＴＩＯＮＤＹＮＡＭＩＣＳＡＮＤＮＯＮＬＩＮＥＡＲＩＮＦＥＣＴＩＯＵＳＲＡＴＥＤｏｎｇＭｅｉｆａｎｇ（董梅芳）（ＤｅｐａｒｔｍｅｎｔｏｆＭａｔｈｅｍａ... 相似文献
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夏棉纤维发生发育过程中元素组分能谱分析 总被引：2，自引：0，他引：2
王清连 《河南职业技术师范学院学报》1995,23(3):4-8
利用扫描电子显微镜（ＳＥＭ）与ｘ射线能谱仪（ＥＤＳ）对中棉１６胚珠中部纤维发生发育过程中元素组分作了定性（ＩＤ）及半定量（ＳＳＱ）测量与分析，结果表明在胚珠中部纤维细胞发生发育过程中富含有Ｎａ，Ｍｇ，Ａｌ，Ｓｉ，Ｐ，Ｓ，Ｋ，Ｃａ等元素，这些元素含量随胚珠纤维细胞发生发育的进程发生相应变化，在纤维细胞发生初期含有较多的Ｎａ元素，Ｋ元素随纤维发育进程呈大幅度增加，说明Ｋ对纤维发育成熟至关重要，伴随纤维 相似文献
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ＳＹＮＴＨＥＳＩＳＯＦＳＯＬＩＤＡＮＤＰＬＡＮＥＰＡＴＴＥＲＮＺｈａｎｇＹｉｎｇ（张颖）；ＣｈｅｎＷｅｉｎａｎ（陈维南）（ＲｅｓｅａｒｃｈＩｎｓｔｉｔｕｔｅｏｆｆＡｕｔｕｍａｔｉｏｎ）ＳＹＮＴＨＥＳＩＳＯＦＳＯＬＩＤＡＮＤＰＬＡＮＥＰＡＴＴＥＲＮ￥Ｚ... 相似文献
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我国主要毒蛇及其毒性,排毒量和蛇伤救治 总被引：11，自引：0，他引：11
我国主要毒蛇及其毒性、排毒量和蛇伤救治包水明，周亚平据统计我国有蛇类约２２６种（含亚种）其中毒蛇为６７种（含亚种），广布于全国各地。在这些毒蛇中属剧毒且对人畜危害较大的仅十几种，它们隶属于三科即：眼镜蛇科（ＥＬＡＰＩＤＡＥ）、蝰科（ＶＩＰＥＲＩＤＡＥ... 相似文献
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ＴＨＥＳＴＡＢＩＬＩＴＹＯＦＳＯＬＩＤ－ＬＩＱＵＩＤＩＮＴＥＲＦＡＣＥＯＦＵＮＩＤＩＲＥＣＴＩＯＮＡＬＳＯＬＩＤＩＦＩＥＤＦｅ－ＣＥＵＴＥＣＴＩＣＡＬＬＯＹＪｉａｎｇＪｉａｎｑｉｎｇ（蒋建清）（ＤｅｐａｒｔｍｅｎｔｏｆＭａｔｅｒｉａｌＳｃｉｅｎｃｅａ... 相似文献
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ＥＤＧＥＰＡＲＡＭＥＴＥＲＣＯＭＰＵＴＩＮＧＭＥＴＨＯＤＳＦＯＲＡＮＩＳＯＴＲＯＰＩＣＶＯＬＵＭＥＤＡＴＡＸｉｅＸｉａｏｈｕａ（谢筱华）ＬｕｏＬｉｍｉｎ（罗立民）（ＤｅｐａｒｔｉｎｅｎｔｏｆＢｉｏｌｏｇｙａｎｄＭｅｄｉｃａｌＥｎｇｉｎｅｅｒｉｎｇ）Ｅ... 相似文献
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Zera DA 《Journal of learning disabilities》2001,34(1):79-94
A dilemma exists regarding the interpretation of learning disabilities. A self-organizing systems (SOS) paradigm suggests widespread, diffuse outcomes, whereas a specific learning disability concept suggests more localized dysfunction. There may be very good reason to doubt the veridicality of the concept of a specific learning disability, not because the construct of learning disabilities itself is a frivolous concept, as some have held, but because the biological or neurological events that underlie a learning disability do not remain focal and constrained only to specific dysfunction. It is important to know whether an identified learning disability remains contained or whether processing disorders might be found in other areas. The assessment profiles of school-age children identified with nonverbal learning disabilities (NLD), assumed to have primarily right-hemispheric brain dysfunctions, and children with language-based learning disabilities (LLD), assumed to have primarily left-hemispheric brain dysfunctions, were examined to explore learning disabilities using an SOS paradigm. The pilot study reported here is used as an exemplar of how a self-organizing systems paradigm is conceptualized. Although a more comprehensive study is needed to confirm the data, this exemplar suggests that overflow into areas not typically associated with each disability subtype may occur. Concerns regarding ways of determining discrepancy for diagnostic purposes are noted, and remediation strategies designed for specific disabilities are questioned. 相似文献
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学习不良儿童信息加工特点和影响因素研究 总被引：2，自引：0，他引：2
根据学习不良儿童筛选标准 ,采用认知研究范式 ,运用自然实验法和教育实验法 ,以及量表法和访谈法等 ,对 1 2 2名学习不良儿童信息加工特点和影响因素进行了实证研究 ,同时通过个案研究和调查研究进行了定性分析。研究结果表明 ,学习不良儿童属于异质群体 ,其实质在于信息加工存在缺陷 ,且可以从一般信息加工或基本心理过程障碍和社会信息加工过程障碍 ,来研究其学业和社会性困难的心理机制。这可以为制定科学的学习不良儿童干预和矫治方案提供心理学依据。 相似文献
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Clinical and psychoeducational data were analyzed for 119 children ages 8 to 16 years who were evaluated in a child diagnostic clinic. A learning disability (LD) was present in 70% of the children with attention-deficit/hyperactivity disorder (ADHD), with a learning disability in written expression two times more common (65%) than a learning disability in reading, math, or spelling. Children with LD and ADHD had more severe learning problems than children who had LD but no ADHD, and the former also had more severe attention problems than children who had ADHD but no LD. Further, children with ADHD but no LD had some degree of learning problem, and children with LD but no ADHD had some degree of attention problem. Results suggest that learning and attention problems are on a continuum, are interrelated, and usually coexist. 相似文献
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Several authors have suggested that there is a strong association between specific learning disabilities and aggression, antisocial behavior, and juvenile delinquency. Claims that learning disabilities cause aggressive behavior and delinquency are increasingly common in the popular press, and a variety of theories concerning this purported causal relationship have been proposed. This research is flawed by a lack of specificity in the definition of learning disabilities, with studies often examining heterogeneous groups of children with learning problems. The present review examines the relationship between specific reading disabilities (the most frequently diagnosed learning disability) and aggressive behavior. The data suggest that there is not enough evidence to conclude that reading disability causes aggressive or delinquent behavior, although limited evidence does suggest that reading disability may worsen preexisting aggressive behavior. 相似文献
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Geary DC 《Journal of learning disabilities》2005,38(4):305-307
Gersten, Jordan, and Flojo (in this issue) provide the beginnings of an essential bridge between basic research on mathematical disabilities (MD) in young children and the application of this research for the early identification and remediation of these forms of learning disability. As they acknowledge, the field of MD is in the early stages of development, and thus recommendations regarding identification measures and remedial techniques must be considered preliminary. I discuss the importance of maintaining a tight link between theoretical and empirical research on children's developing numerical, arithmetical, and mathematical competencies and future research on learning disabilities in mathematics. This link will provide the foundation for transforming experimental procedures into assessment measures, understanding the cognitive strengths and weaknesses of children with these forms of learning disability, and developing remedial approaches based on the pattern of cognitive strengths and weaknesses for individual children. 相似文献
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Social skills deficits as a primary learning disability 总被引：1，自引：0，他引：1
Advances in the definition of social skills deficits in children and youth with learning disabilities are presented and critiqued. The proposed modified definition of learning disability by the Interagency Committee on Learning Disabilities, which includes social skills deficits as a specific learning disability, is presented and discussed. This definition is analyzed from primary, secondary, and social learning theory causative hypotheses. Development of an adequate assessment technology is viewed as critical to the identification and classification of social skills deficits in children and youth with learning disabilities. 相似文献
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In the past, the learning problems of hearing-impaired children have been attributed solely to the child's hearing loss. A hearing impairment and its associated language deficit make it difficult to determine whether an underlying learning disability contributes to the hearing-impaired child's learning problems. This report describes a case study that used an interdisciplinary diagnostic approach to determine whether a hearing-impaired child had a learning disability and to determine the type of disability. The approach included teacher observation, standardized assessment procedures, interpretation, and subsequent recommendations. Applying this approach to various educational settings is also discussed. 相似文献
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很多研究试图揭示学习障碍与社会技能缺失的关系,探讨社会技能起缺失是否是学习障碍儿童特有的现象。研究者围绕学习障碍定义关于社会技能缺失的表述,学习障碍儿童社会技能缺失成因,学习障碍子类型与社会技能缺失的关系以及学习障碍儿童社会技能缺失元分析研究四个方面对这一问题进行研究。研究学习障碍与社会技能缺失的关系对教育者开展干预工作具有重要的指导意义。将来的研究应关注学习障碍儿童社会技能缺失的类型特点和发展特点。 相似文献
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Jonathan Cohen 《Annals of dyslexia》1986,36(1):287-300
The relationship between learning disabilities and psychological development is a complex, ongoing intrapsychic and psychosocial
process. The results of two clinical-psychological investigations about a group of learning-disabled children and a group
of learning-disabled adolescents is summarized. Although the learning-disabled youngsters were psychologically more heterogeneous
than homogeneous, several common configurations emerged that characterized these children and adolescents: (1) problems in
work and learning (due to the learning disability itself and to psychogenic factors related directly and/or indirectly to
the disability); (2) chronic, low-level depression and relatively high, free floating anxiety; (3) characteristic unconscious
concerns about self and others. In addition, learning disabilities organize psychological development in determining strengths,
weaknesses, interests, and defensive strategies. And, the intermittent nature of mild to moderately severe learning disabilities
seems to contribute to a sense of being traumatized and to character riqidity. The educational and clinical implications are
briefly discussed. 相似文献