共查询到17条相似文献，搜索用时 125 毫秒
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非言语型学习障碍(Nonverbal Learning Disabilities,NLD)是近年来学习障碍研究的一个新领域,对于非言语型学习障碍的成因、诊断与筛查、认知、社会性以及干预等领域的研究取得了一定的成果。本文拟对非言语型学习障碍的研究现状以及发展趋势作简要的综述。 相似文献
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非言语型学习障碍(Nonverbal learning Disabilities,NLD)是近年来学习障碍研究的一个新领域,是一种源自大脑右半球的神经障碍。我国研究者依据智力、学业、社会功能、排除等方面的标准对小学儿童非言语学习障碍进行筛查,并加强小学儿童NLD的心理特点研究,如情绪面目表情的认知、社会信息加工、视觉空间认知、选择性注意功能、右脑功能以及干预等。未来我国小学儿童非言语型学习障碍研究,应不断扩展其研究领域,为学校心理辅导提供理论和实践上的指导,从而改善和提高小学儿童非言语型学习障碍者的学习和生活状况。 相似文献
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目的:探讨非言语学习困难青少年二维空间和非空间关系推理策略。方法:从初中二年级选取三组被试:非言语学习困难组(简称NLD)、言语学习困难组(简称VLD)和一般组(简称C)。结果:(1)NLD组空间关系推理成绩显著低于一般组;(2)在空间关系推理中,两类单模题推理成绩显著高于双模题。在非空间关系推理中,有无关前提的题推理成绩显著高于没有无关前提的题;(3)一般组正确运用模型建构策略显著高于NLD和VLD组。结论:NLD青少年通过建构模型解决空间关系推理,但不能有效运用该策略,非空间关系推理则采用逻辑规则策略。 相似文献
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段训起 《中学化学教学参考》2023,(23):11-13
从学习障碍测查、障碍成因分析以及有效转化策略三个角度，梳理了11篇国内中学生《物质结构与性质》模块学习障碍的研究。据此探讨了这类研究对国内《物质结构与性质》模块教学、学习障碍测查的启示。 相似文献
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美国精神医学学会组织出版的DSM是目前使用最广泛的精神类障碍诊断标准之一,为基础与临床神经科学、认知与行为科学以及残疾研究等领域的工作者对包括自闭症谱系障碍在内的广泛性发育障碍的诊断提供了重要依据。新版DSM-5有关自闭症谱系障碍标准的变化主要体现在障碍分类合并、诊断标准简化以及依障碍程度划分等三方面。对自闭症谱系障碍患病率、临床研究以及教育及相关社会服务等方面产生了一定的影响。而纳入社会——心理性因素的考量、与ICD-11的兼容互补以及DSM本土化则可能是未来DSM系列研究的主要推进方向。 相似文献
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美国对学习障碍与青少年犯罪关系研究综述 总被引：1，自引：0，他引：1
作者主要从以下几个方面对美国学习障碍与青少年犯罪关系方面的研究进行了总结和回顾(1)美国12年计划,(2)学习障碍与青少年犯罪的联系,(3)学习障碍与青少年犯罪关系的理论,(4)学习障碍与青少年犯罪的共因. 相似文献
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发展性计算障碍——脑与认知科学研究的新成果及其对教育的启示 总被引：4，自引：0，他引：4
发展性计算障碍是儿童认知发展过程中较常发生的一类特异性障碍,对学生的学习和心理行为发展均有重要影响。依据认知模块化的观点,发展性计算障碍可以分为不同类型,目前主要有按阶段与按表征两种分法。近年来,有关研究在脑与认知科学领域取得较大进展,有关结果表明发展性计算障碍不仅与脑的单侧化有关,同时也与特定脑区在代谢与结构上的异常有关。目前在我国,研究者与广大教育实践工作者尚未对此引起足够的重视,有关研究尚未充分开展,为此,我国应加快在该方面的科学研究、干预与教育培养工作。 相似文献
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国内外学习障碍研究的探索 总被引：1，自引：0，他引：1
学习障碍领域的研究已有200余年的历史,但并未形成一个统一的认识。国外有关学习障碍的研究历史可以分为早期、转折、整合、现代四个阶段。我国则起步较晚,到目前为止仅经历了前三个阶段。对学习障碍儿童的诊断与干预目前主要应用常模参照、尺度参照和以课程为基础的三种测试模式进行,干预方式包括行为、认知—行为、同伴指导、神经系统功能训练及生化与药物治疗五个模式。 相似文献
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关于注意缺陷多动障碍的诊断及治疗进展的研究 总被引：3，自引：0，他引：3
注意缺陷多动障碍(ADHD)是儿童期最为常见的、最复杂的心理与行为障碍之一,对儿童本身、家庭、学校、乃至社会都会产生不良影响.因此,从注意缺陷多动障碍的定义及症状、诊断、病因、发病机制和治疗与干预等几个方面对该领域的研究加以分析,以期为诊断和治疗注意缺陷多动障碍提供帮助. 相似文献
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The cognitive and behavioral symptoms of nonverbal learning disabilities (NLD) have been described by previous investigators. Nevertheless, we know far less about the potential genetic contributions that may predispose a child to have NLD. An endophenotype model was investigated in 5 samples of children ages 9 to 15 years: NLD (n = 32); reading disorders (RD; n = 59); participants with a psychiatric diagnosis but without a learning disability (n = 55); typically developing controls (n = 31); and children with velocardiofacial syndrome (VCFS), a chromosomal deletion syndrome that has been proposed as being an exemplar of NLD (VCFS + NLD; n = 20). Based on a family genetic interview, the authors' data suggest that children with NLD, RD, or a psychiatric diagnosis have a higher prevalence rate of attention-deficit/hyperactivity disorder (ADHD) and substance abuse/dependence. Psychiatric controls and children with NLD--but not children with RD-- showed higher prevalence rates of familial bipolar disorder. 相似文献
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The aim of this study was to compare visual and verbal memory in children with nonverbal learning disability (NLD) using the Children's Memory Scale and to identify the profile of strengths and weaknesses in visual memory abilities. Performance was significantly lower on measures of visual than verbal memory, indicating that children with NLD have deficits in visual memory despite adequate verbal memory. A unique pattern of performance emerged for the visual but not the verbal subtests. Performance on the Faces Immediate subtest was well below average, although other measures of visual memory were within the average range. Hence, it appears that children with NLD have a specific deficit on immediate memory for faces. This facial memory deficit may be linked to a deficit in right hemisphere functioning, which has already been implicated in facial processing and may also be linked with other disorders (e.g., autism spectrum disorder) in which similar facial processing deficits have been documented. More research is needed to further understand the visual memory profile of children with NLD and to inform instruction and remediation. 相似文献
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Studies investigating the post-high-school vocational status of individuals with disabilities have frequently found that these individuals are more likely to be unemployed, underemployed, or employed part-time, when compared to nondisabled peers. Transition programs are needed for adolescents with disabilities to facilitate their vocational success. The current study surveyed 80 high school students with learning disabilities (LD) and 80 nondisabled (NLD) peers to determine their transitional needs. Results indicated that (a) more students with LD than NLD students are involved in transition programs; (b) career goals were established by the majority of both groups; (c) parents provided most of the assistance in making career decisions; and (d) twice as many NLD students as students with LD wanted to go to college, while twice as many students with LD as NLD students wanted to enter the job market. More students with LD than NLD students were aware of vocational rehabilitation (VR) services, but the number was still below 50%. The majority of the information about VR services came from the school. 相似文献
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Tuller B Jantzen KJ Olvera D Steinberg F Kelso JA 《Journal of learning disabilities》2007,40(4):348-359
Teenagers with nonverbal learning disabilities (NLD) have difficulty with fine-motor coordination, which may relate to the novelty of the task or the lack of "self-talk" to mediate action. In this study, we required two teenagers with NLD and two control group teenagers to touch the thumb of each hand firmly and accurately to the fingertips of the same hand, in an order specified by verbal or tactile instruction. Brain activity patterns (measured using functional magnetic resonance imaging) suggest that unlike control participants, the NLD participants used internalized speech to facilitate the novel task only when instructions were verbal. NLD participants also showed activity in a more widely distributed network of neural structures. These findings provide preliminary evidence for remediation strategies that encourage internal speech. 相似文献
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Ann Grasso Ryan 《Annals of dyslexia》1994,44(1):227-249
This paper reports the results of a study comparing college freshmen with learning disabilities (LD) and freshmen with no
learning disabilities (NLD). Four data collections over one academic year were completed on a total of 72 students (LDn=39; NLDn=33). Results of the study indicated differences between groups in their initial choice of living accommodations and in the
changes made over the year: the overall trend was for students with LD to become more dependent on their families, while students
with NLD were becoming less dependent on their families. With regard to academics, students with LD reported spending significantly
less time in study and course preparation, as well as greater pessimism about success in coursework. Despite their pessimism,
the actual GPA attainment of students with LD was similar to that of NLD peers. Whereas both groups initially predicted it
would be easy to adjust to the academic and social nature of college, students with learning disabilities ultimately reported
being dissatisfied with the social climate on campus. No differences were found between LD and NLD students regarding their
motivation for attending college, or their plans for final degree attainment. 相似文献
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The present study was undertaken to examine scatter analysis and Kaufman regroupings of WISC-R scores. Thirty-one non-learning-disabled children (NLD) and 29 learning-disabled children (LD) determined by individual IQ and achievement scores served as subjects. Scatter indices were computed within the Verbal and Performance subtests as well as between the Verbal and Performance IQ scales. Also, the regrouping categories proposed by Kaufman (1979) were examined. A significant difference in Verbal and Performance IQs was found between the LD and NLD group. Significantly more students in the LD group exhibited the Kaufman regrouping pattern than in the NLD group (p < .01). These results suggest that Kaufman regroupings and Verbal-Performance scatter analysis may be used to assist in diagnosing LD children. 相似文献
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The study examined the relations between reciprocal nominations, reciprocal rejections and loneliness among children with learning disorders. The sample consisted of 238 Israeli students: 110 students with learning disorders (LD) and 128 students with no LD (NLD) drawn from 2nd to 6th Grades (ages: M = 9.83 years, SD = 1.35). Participants were assessed on: loneliness, sense of coherence, friendship quality, reciprocal friendship and reciprocal rejection nominations. Hierarchical multiple regression analysis revealed that loneliness experience was significantly predicted by sense of coherence, peer reciprocal rejection and conception of friendship qualities. Students with LD who had at least one reciprocal rejection with a classmate felt more lonely and less coherent than did their NLD peers. Within the LD group, those children who had at least one reciprocal rejection with a classmate felt more lonely and less coherent than did LD children who had no reciprocal rejection. Such significant within‐group differences were not found in the NLD group. The discussion emphasises the importance of the examination of intra‐ and interpersonal variables in the understanding the loneliness experience among LD children, with special focus on the role of reciprocal negative nominations. 相似文献