边缘智力个体的工作记忆和执行功能特征。
Working memory and executive function profiles of individuals with borderline intellectual functioning.
机构信息
Department of Psychology, University of Stirling, Stirling, UK.
出版信息
J Intellect Disabil Res. 2010 May;54(5):448-56. doi: 10.1111/j.1365-2788.2010.01281.x.
BACKGROUND
The aim of the present study was to investigate the following issues: (1) Do students with borderline intellectual functioning have a pervasive pattern of impaired working memory skills across both verbal and visuo-spatial domains? (2) Is there evidence for impairment in executive function skills, and which tasks indicate greater deficits? and (3) Which executive function tasks can effectively identify students with low IQ from typically developing peers?
METHOD
Students with borderline intellectual functioning (low-IQ; IQ standard scores were between 70 and 85) were age-matched with typically developing students (IQ standard scores >95). They were administered a range of working memory and executive function measures.
RESULTS
The results show that students with low IQ have pervasive working memory and executive function deficits. Specifically, visuo-spatial working memory and the Sorting task were the best single predictors that reliably classified students with low IQ.
CONCLUSIONS
Implications for education are discussed in the context of appropriate diagnosis and support in the classroom.
背景
本研究旨在探讨以下问题：（1）边缘智力学生是否在言语和视空间两个领域都存在普遍的工作记忆技能受损模式？（2）是否存在执行功能技能受损的证据，哪些任务显示出更大的缺陷？以及（3）哪些执行功能任务可以有效地将低智商学生与正常发展的同龄人区分开来？
方法
边缘智力学生（低智商；智商标准分数在 70 到 85 之间）与正常发展的学生（智商标准分数>95）进行年龄匹配。他们接受了一系列工作记忆和执行功能测试。
结果
结果表明，低智商学生存在普遍的工作记忆和执行功能缺陷。具体来说，视空间工作记忆和分类任务是可靠地区分低智商学生的最佳单一预测指标。
结论
在课堂上进行适当的诊断和支持的背景下，讨论了对教育的影响。
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