Holmes C S, Dunlap W P, Chen R S, Cornwell J M
Department of Psychology, Tulane University, New Orleans, Louisiana 70118.
J Consult Clin Psychol. 1992 Oct;60(5):698-704. doi: 10.1037//0022-006x.60.5.698.
The learning status of 95 diabetic boys and girls and 97 matched controls was evaluated using the Wechsler Intelligence Scale for Children--Revised IQ factors and school histories. Of interest was whether diabetic boys would evidence more learning difficulties. Results indicated that diabetic boys had significantly lower Freedom From Distractibility scores compared with scores of diabetic girls and control Ss and lower Perceptual Organization scores compared with scores of control boys. Although group scores were still within the average range of functioning, a significantly high percentage of diabetic boys (40%) compared with diabetic girls (16%) had learning problems that warranted either special instructional services or grade retention. Diabetic children experienced more learning difficulties (24%) than controls (13%), supporting research findings that diabetes is associated with increased risk of learning problems.
使用韦氏儿童智力量表修订版的智商因子和学业史，对95名患糖尿病的男孩和女孩以及97名匹配的对照组儿童的学习状况进行了评估。令人感兴趣的是，患糖尿病的男孩是否会表现出更多的学习困难。结果表明，与患糖尿病女孩和对照组儿童的分数相比，患糖尿病的男孩在注意力集中分量表上的得分显著更低，与对照男孩的分数相比，其知觉组织分量表得分更低。尽管各组分数仍处于正常功能的平均范围内，但与患糖尿病女孩（16%）相比，有相当高比例的患糖尿病男孩（40%）存在学习问题，需要特殊的教学服务或留级。患糖尿病的儿童（24%）比对照组儿童（13%）经历了更多的学习困难，这支持了糖尿病与学习问题风险增加相关的研究发现。
