Frisk M
Department of Child and Youth Psychiatry, University Hospital, Uppsala, Sweden.
Acta Paediatr Scand. 1991 Nov;80(11):1078-86. doi: 10.1111/j.1651-2227.1991.tb11786.x.
In randomly selected schools 113 girls and 102 boys were subjected to a School Readiness (SR) test and to a Complex Reaction Time (CRT) measurement at the age of 7. Their psychophysical development, social adjustment and school achievement were assessed by teachers and by means of self-ratings during the first 3 school years. The developmental outcome of the children seemed principally related to CNS-maturity as measured by CRT, and not to the SR test scores. A CNS-dysfunction, indicated by slow CRT, seemed to be an essential handicap during the early school years, impairing particularly the boys' language and motor development and their school achievement and causing feelings of inferiority. This handicap, which is mainly a developmental delay, should thus be taken into consideration when assessing school maturity. Early detection of this handicap might enable us to take preventive measures with regard to these children.
在随机挑选的学校中，113名女孩和102名男孩在7岁时接受了入学准备（SR）测试和复杂反应时（CRT）测量。在入学后的前3年里，教师通过自评的方式对他们的心理生理发展、社会适应能力和学业成绩进行了评估。儿童的发育结果似乎主要与通过CRT测量的中枢神经系统成熟度有关，而与SR测试成绩无关。CRT较慢表明的中枢神经系统功能障碍似乎是早年的一个主要障碍，尤其会损害男孩的语言和运动发展、学业成绩，并导致自卑情绪。这种主要是发育延迟的障碍，在评估入学成熟度时应予以考虑。尽早发现这种障碍可能使我们能够对这些儿童采取预防措施。
