Capital Institute of Pediatrics, Beijing, P. R. China.
PLoS One. 2013 Nov 13;8(11):e78311. doi: 10.1371/journal.pone.0078311. eCollection 2013.
To evaluate the differences in fluid intelligence tests between normal children and children with learning difficulties in China.
PubMed, MD Consult, and other Chinese Journal Database were searched from their establishment to November 2012. After finding comparative studies of Raven measurements of normal children and children with learning difficulties, full Intelligent Quotation (FIQ) values and the original values of the sub-measurement were extracted. The corresponding effect model was selected based on the results of heterogeneity and parallel sub-group analysis was performed.
Twelve documents were included in the meta-analysis, and the studies were all performed in mainland of China. Among these, two studies were performed at child health clinics, the other ten sites were schools and control children were schoolmates or classmates. FIQ was evaluated using a random effects model. WMD was -13.18 (95% CI: -16.50- -9.85). Children with learning difficulties showed significantly lower FIQ scores than controls (P<0.00001); Type of learning difficulty and gender differences were evaluated using a fixed-effects model (I² = 0%). The sites and purposes of the studies evaluated here were taken into account, but the reasons of heterogeneity could not be eliminated; The sum IQ of all the subgroups showed considerable heterogeneity (I² = 76.5%). The sub-measurement score of document A showed moderate heterogeneity among all documents, and AB, B, and E showed considerable heterogeneity, which was used in a random effect model. Individuals with learning difficulties showed heterogeneity as well. There was a moderate delay in the first three items (-0.5 to -0.9), and a much more pronounced delay in the latter three items (-1.4 to -1.6).
In the Chinese mainland, the level of fluid intelligence of children with learning difficulties was lower than that of normal children. Delayed development in sub-items of C, D, and E was more obvious.
评估中国正常儿童与学习困难儿童在流体智力测验方面的差异。
计算机检索 PubMed、MD Consult 及中国期刊全文数据库，搜集建库至 2012 年 11 月关于正常儿童与学习困难儿童瑞文测验比较的研究，提取全智商（FIQ）值及各分测验的原始值，根据异质性结果选择相应的效应模型，并进行平行亚组分析。
共纳入 12 篇文献，均为中国大陆地区的研究，其中 2 篇来源于儿保门诊，其余 10 篇来源于学校，对照组为患儿的同学或校友。采用随机效应模型进行分析，结果显示 FIQ 的 WMD 为-13.18（95% CI：-16.50 至-9.85），学习困难儿童的 FIQ 评分显著低于正常儿童（P<0.00001）；采用固定效应模型进行分析，学习困难类型和性别差异的 I²均为 0%。考虑到纳入研究的地点和目的，异质性的原因仍无法完全排除；所有亚组的总和智商都显示出相当大的异质性（I²=76.5%）。文献 A 的全量表评分显示所有文献都存在中度异质性，而 AB、B 和 E 则显示出较大的异质性，采用随机效应模型。学习困难个体也存在异质性，前 3 项的得分延迟为 0.5 至 0.9，后 3 项的得分延迟更为明显，为 1.4 至 1.6。
在中国内地，学习困难儿童的流体智力水平低于正常儿童，C、D 和 E 分测验的项目发展迟缓更为明显。
