Lauth G W, Koch R, Rebeschiess C, Stemann C
Universität zu Köln, Heilpädagogische Fakultät, Arbeitseinheit Klinische Entwicklungspsychologie.
Prax Kinderpsychol Kinderpsychiatr. 1999 Apr;48(4):260-72.
In order to investigate the hypothesis that language-impaired children also show deficits in memory, 110 language-impaired and 123 children showing no such impairments (average age 10;0 yrs.) were tested for verbal memory and selecting attention through a matching familiar figures test. As an additional measure, teachers assessed the children, using DSM criteria, for both general attentivenesse and attention deficit disorder. The results revealed significant differences between both groups concerning their ability to memorise word lists and difficulties resisting distractions. They also show a significantly diminished stability regarding the retention of memories. Furthermore, the ability to memorise has proved to be greatly independent of both selective attention and the rated attentiveness in class. It is therefore concluded that language-impaired children have difficulties in acquiring information as well as a limited capacity to memorise. These differences in ability to memorise between language-impaired children and children with no impairments are most likely attributable to the meta-cognitive competence of the child.
为了研究语言障碍儿童在记忆方面也存在缺陷这一假设，对110名语言障碍儿童和123名无此类障碍的儿童（平均年龄10岁）进行了言语记忆测试，并通过匹配熟悉图形测试来评估选择性注意力。作为一项额外的衡量标准，教师根据《精神疾病诊断与统计手册》标准对儿童的总体注意力和注意力缺陷多动障碍进行评估。结果显示，两组在记忆单词列表的能力以及抵抗干扰的困难程度方面存在显著差异。他们在记忆保持方面的稳定性也明显降低。此外，记忆能力已被证明在很大程度上独立于选择性注意力和课堂上的注意力评分。因此得出结论，语言障碍儿童在获取信息方面存在困难，并且记忆能力有限。语言障碍儿童和无障碍儿童在记忆能力上的这些差异很可能归因于儿童的元认知能力。
