Kulp Marjean Taylor, Edwards Kristyne E, Mitchell G Lynn
The Ohio State University College of Optometry, Columbus 43218-2342, USA.
Optom Vis Sci. 2002 Jul;79(7):431-4. doi: 10.1097/00006324-200207000-00011.
Controversy exists regarding the relation between visual memory and academic achievement.
A masked investigation of the relation between visual memory and academics was performed in 155 second-through fourth-grade children (mean age = 8.83 years). Visual memory ability was assessed with the Test of Visual Perceptual Skills visual memory subtest. The school administered the Otis-Lennon School Ability Test and Stanford Achievement Test. Age and verbal ability were controlled in all regression analyses.
Visual memory score was significantly predictive of below-average word decoding (p = 0.027), total math score (p = 0.031), and Stanford complete battery score (p = 0.018). Visual memory score showed a positive trend in predicting reading comprehension (p = 0.093).
Poor visual memory ability (as measured by the Test of Visual Perceptual Skills) is significantly related to below-average reading decoding, math, and overall academic achievement (as measured by the Stanford Achievement Test) in second- through fourth-grade children, while controlling for age and verbal ability.
关于视觉记忆与学业成绩之间的关系存在争议。
对155名二至四年级儿童（平均年龄 = 8.83岁）进行了一项关于视觉记忆与学业关系的隐蔽性调查。使用视觉感知技能测试的视觉记忆子测试来评估视觉记忆能力。学校进行了奥蒂斯-列侬学校能力测试和斯坦福成就测试。在所有回归分析中对年龄和语言能力进行了控制。
视觉记忆分数显著预测低于平均水平的单词解码能力（p = 0.027）、数学总成绩（p = 0.031）和斯坦福综合测试成绩（p = 0.018）。视觉记忆分数在预测阅读理解方面呈现出积极趋势（p = 0.093）。
在控制年龄和语言能力的情况下，较差的视觉记忆能力（通过视觉感知技能测试衡量）与二至四年级儿童低于平均水平的阅读解码、数学及总体学业成绩（通过斯坦福成就测试衡量）显著相关。
