Warschausky Seth, Kay Joshua B, Chi PaoLin, Donders Jacobus
Department of Physical Medicine and Rehabilitation, University of Michigan, Ann Arbor, MI 48109, USA.
Neuropsychology. 2005 Mar;19(2):193-8. doi: 10.1037/0894-4105.19.2.193.
California Verbal Learning Test-Children's Version (CVLT-C) indices have been shown to be sensitive to the neurocognitive effects of traumatic brain injury (TBI). The effects of TBI on the learning process were examined with a growth curve analysis of CVLT-C raw scores across the 5 learning trials. The sample with history of TBI comprised 86 children, ages 6-16 years, at a mean of 10.0 (SD=19.5) months postinjury; 37.2% had severe injury, 27.9% moderate, and 34.9% mild. The best-fit model for verbal learning was with a quadratic function. Greater TBI severity was associated with lower rate of acquisition and more gradual deceleration in the rate of acquisition. Intelligence test index scores, previously shown to be sensitive to severity of TBI, were positively correlated with rate of acquisition. Results provide evidence that the CVLT-C learning slope is not a simple linear function and further support for specific effects of TBI on verbal learning.
加利福尼亚言语学习测验儿童版（CVLT-C）指标已被证明对创伤性脑损伤（TBI）的神经认知效应敏感。通过对CVLT-C原始分数在5次学习试验中的增长曲线分析，研究了TBI对学习过程的影响。有TBI病史的样本包括86名6至16岁的儿童，受伤后平均10.0（标准差=19.5）个月；37.2%为重伤，27.9%为中度伤，34.9%为轻伤。言语学习的最佳拟合模型是二次函数。TBI严重程度越高，习得率越低，习得率的减速越缓慢。先前已证明对TBI严重程度敏感的智力测验指标分数与习得率呈正相关。结果提供了证据表明CVLT-C学习斜率不是一个简单的线性函数，并进一步支持了TBI对言语学习的特定影响。
