Department of Psychiatry, University of Iowa, Iowa City, IA 52242, USA.
Child Neuropsychol. 2013;19(2):173-89. doi: 10.1080/09297049.2011.648922. Epub 2012 Mar 1.
The purpose of this study was to evaluate immediate auditory and visual memory processes in learning disability subtypes of 40 children born preterm. Three subgroups of children were examined: (a) primary language disability group (n = 13), (b) perceptual-motor disability group (n = 14), and (c) no learning disability diagnosis group without identified language or perceptual-motor learning disability (n = 13). Between-group comparisons indicate no significant differences in immediate auditory or visual memory performances between language and perceptual-motor learning disability groups. Within-group comparisons revealed that both learning disability groups performed significantly lower on a task of immediate memory when the mode of stimulus presentation and mode of response were visual.
本研究旨在评估 40 名早产儿学习障碍亚型的即时听觉和视觉记忆过程。对三组儿童进行了检查：(a) 主要语言障碍组（n=13），(b) 知觉运动障碍组（n=14），和(c) 无学习障碍诊断组，无语言或知觉运动学习障碍（n=13）。组间比较表明，语言和运动学习障碍组之间在即时听觉或视觉记忆表现上没有显著差异。组内比较显示，当刺激呈现模式和反应模式为视觉时，两组学习障碍儿童在即时记忆任务上的表现均显著降低。
