智力低于正常水平儿童WISC-Ⅳ中文版智力优势分析
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摘要
目的:探讨6～16岁智力低于正常水平儿童WISC-Ⅳ(中文版)智力优势特点及不同年段智力结构均衡性。方法:选取儿童青少年心理科门诊就诊,且WISC-Ⅳ(中文版)测试结果 FSIQ<85分的6～16岁儿童1001名,并按就读年级分成小学1～2年级、小学3～4年级、小学5～6年级和初中7～9年级4组,分析各组内及不同年段间各个合成分数差异。结果:小学1～2年级组中VCI得分高于WMI、PRI、PSI,GAI高于CPI,WMI高于PSI差异均具有统计学意义(P<0.05);小学3～4年级组中GAI得分高于CPI差异具有统计学意义(P<0.05);小学5～6年级组每对合成分数差异均无统计学意义(P> 0.05);初中7-9年级组中GAI得分高于CPI,PRI高于VCI、WMI、PSI差异均具有统计学意义(均P<0.05)。在各个合成分及两指数的得分上小学1～2年级、小学3～4年级高于小学5～6年级、初中年级,各组间差异均具有统计学意义(P<0.05)。结论:在智力低于正常水平儿童中存在着智力结构发展不平衡的现象;其处理语言信息、运用语文知识和技巧解决新问题的能力,视觉信息处理、视觉动作整合组织等方面在其智力结构中占优。
Objective: To explore the intelligence advantage in children aged 6～16 years and different period with intelligence deficits children based on results from WISC-Ⅳ. Methods: Study had been hold among 6～16 years old 1001 children who visiting the Department of Child and Adolescent Psychology and FSIQ < 85 based on results from WISC-Ⅳ. It is divided into four groups according to the grade of study: Grade 1～2 of primary school, Grade 3～4of primary school, Grade 5～6 of primary school and junior high school(grade 7～9).Then the difference of each index between groups and different years was analyzed. Results: In the Grade 1～2 group, VCI score was significant higher than WMI 、PRI and PSI, GAI was significant higher than CPI, and WMI was significant higher than PSI(P<0.05); GAI score was significant higher than CPI score in the Grade 3～4 group(P<0.05);In the Grade 5-6 group, there was no significant difference in each index; In the Grade 7～9 group, GAI score was higher than CPI, PRI score was higher than VCI, WMI and PSI, all of which had statistical significance(P<0.05). There was significant difference between the four group. Conclusion: There is an imbalance in the development of intellectual structure in children whose intelligence deficits. Their ability to process language information and to use language knowledge and skills to solve new problems;visual information processing, visual action integration organization and other aspects dominate their intellectual structures.
Objective: To explore the intelligence advantage in children aged 6～16 years and different period with intelligence deficits children based on results from WISC-Ⅳ. Methods: Study had been hold among 6～16 years old 1001 children who visiting the Department of Child and Adolescent Psychology and FSIQ < 85 based on results from WISC-Ⅳ. It is divided into four groups according to the grade of study: Grade 1～2 of primary school, Grade 3～4of primary school, Grade 5～6 of primary school and junior high school(grade 7～9).Then the difference of each index between groups and different years was analyzed. Results: In the Grade 1～2 group, VCI score was significant higher than WMI 、PRI and PSI, GAI was significant higher than CPI, and WMI was significant higher than PSI(P<0.05); GAI score was significant higher than CPI score in the Grade 3～4 group(P<0.05);In the Grade 5-6 group, there was no significant difference in each index; In the Grade 7～9 group, GAI score was higher than CPI, PRI score was higher than VCI, WMI and PSI, all of which had statistical significance(P<0.05). There was significant difference between the four group. Conclusion: There is an imbalance in the development of intellectual structure in children whose intelligence deficits. Their ability to process language information and to use language knowledge and skills to solve new problems;visual information processing, visual action integration organization and other aspects dominate their intellectual structures.
引文
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[16]陈海平.韦氏儿童智力测验第四版的修订及其对智力测验开发的启示[J].宁波大学学报(教育科学版),2008,30(6):37-42.DOI:10.3969/j.issn.1008-0627.2008.06.008.
[17]李毓秋.WISC-IV中文版的一般能力指数和认知效率指数的介评[J].教育测量与评价(理论版),2010(12).DOI:10.16518/j.cnki.emae.2010.12.005.
[18]窦天荣.智力落后患儿的早期干预[J].中国康复,2012(2):140-141.DOI:10.3870/zgkf.2012.02.028.
[19]李毓秋.韦氏儿童智力量表第四版的结构变化及其对儿童认知能力的评估[J].教育测量与评价,2009,4:4-7.DOI:10.16518/j.cnki.emae.2009.04.001
[2]李改智,杜亚松,赵力聪.孤独症谱系障碍男童智力结构特征的分析[J].中国儿童保健杂志,2017(12):1218-1221.DOI:10.11852/zgetbjzz2017-25-12-09.
[3]赵文君.学习成绩不良中小学生71例韦氏智力测验结果分析[J].中国儿童保健杂志,2001(4):229-230.DOI:10.3969/j.issn.1008-6579.2001.04.038.
[4]林文璇,王馨,吴婕翎,等.韦氏儿童智力量表第四版在注意缺陷多动障碍儿童智力结构分析中的应用[J].中国儿童保健杂志,2012,20(1):58-61.已查,无DOI.
[5]章丽丽,刘毅梅,窦红波,等.伴智力低下孤独症谱系障碍儿童智力特征分析[J].中华行为医学与脑科学杂志,2016,25(4):334-337.DOI:10.3760/cma.j.issn.1674-6554.2016.04.010.
[6]臧玲,张微,刘华山.韦氏儿童智力量表第四版对学习障碍评估和干预的价值[J].中国特殊教育,2012(7):67-73.DOI:10.3969/j.issn.1007-3728.2012.07.011.
[7]马岭,蔡婧,任艳玲,等.不同亚型注意缺陷多动障碍儿童的智力结构与注意特征研究[J].中华行为医学与脑科学杂志,2014,23(5):416-419..DOI:10.3760/cma.j.issn.1674-6554.2015.02.010.
[8]吴菲,韩慧,王秀兰,等.认知性情绪调节策略在情绪智力与孤独感间的中介效应[J].中华行为医学与脑科学杂志,2014(11):1033-1034.DOI:10.3760/cma.j.issn.1674-6554.2014.11.021.
[9]马岭,蔡婧,任艳玲,等.感觉统合失调对注意缺陷多动障碍儿童行为和智力的影响[J].中华行为医学与脑科学杂志,2015,24(2):132-135.DOI:10.3760/cma.j.issn.1674-6554.2015.02.010.
[10]马岭,蔡婧,任艳玲,等.边缘智力与注意缺陷多动障碍儿童行为问题及执行功能特征研究[J].中华行为医学与脑科学杂志,2016,25(6):481-486.DOI:10.3760/cam.j.issn.1674-6554.2016.06.001.
[11]李毓秋,朱建军.关于WISC-IV中文版四分测验简式量表的研究[J].教育测量与评价:理论版,2012(1):14-17.已查,无DOI.
[12]陈琳.韦氏儿童智力量表(中文第四版)在特殊儿童评估中的应用[J].现代特殊教育,2016(12).DOI:10.3969/j.issn.1004-8014.2016.18.006.
[13]刘秀勤,李韵,陈丽清,等.WISC-Ⅳ与C-WISC诊断儿童智力障碍的一致性[J].中华行为医学与脑科学杂志,2017(1):51-54.DOI:10.3760/cma.j.issn.1674-6554.2017.01.011.
[14]张厚粲译.韦氏儿童智力量表--第四版(中文版)指导手册[S].2008:252-255.
[15]Lawrence G.Weiss,Donald H.Saklofske,Aurelio Pri-fitera,James A.Holdnack.WISC-IV Advanced Clinical Inter-pretation[M].New York:Academic Press,2006:113.
[16]陈海平.韦氏儿童智力测验第四版的修订及其对智力测验开发的启示[J].宁波大学学报(教育科学版),2008,30(6):37-42.DOI:10.3969/j.issn.1008-0627.2008.06.008.
[17]李毓秋.WISC-IV中文版的一般能力指数和认知效率指数的介评[J].教育测量与评价(理论版),2010(12).DOI:10.16518/j.cnki.emae.2010.12.005.
[18]窦天荣.智力落后患儿的早期干预[J].中国康复,2012(2):140-141.DOI:10.3870/zgkf.2012.02.028.
[19]李毓秋.韦氏儿童智力量表第四版的结构变化及其对儿童认知能力的评估[J].教育测量与评价,2009,4:4-7.DOI:10.16518/j.cnki.emae.2009.04.001