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记忆和词汇对智障青少年非语言能力得分的影响。

The Contributions of Memory and Vocabulary to Non-Verbal Ability Scores in Adolescents with Intellectual Disability.

作者信息

Mungkhetklang Chantanee, Bavin Edith L, Crewther Sheila G, Goharpey Nahal, Parsons Carl

机构信息

School of Psychology and Public Health, La Trobe University , Melbourne, VIC , Australia.

Port Phillip Specialist School , Port Melbourne, VIC , Australia.

出版信息

Front Psychiatry. 2016 Dec 27;7:204. doi: 10.3389/fpsyt.2016.00204. eCollection 2016.

Abstract

It is usually assumed that performance on non-verbal intelligence tests reflects visual cognitive processing and that aspects of working memory (WM) will be involved. However, the unique contribution of memory to non-verbal scores is not clear, nor is the unique contribution of vocabulary. Thus, we aimed to investigate these contributions. Non-verbal test scores for 17 individuals with intellectual disability (ID) and 39 children with typical development (TD) of similar mental age were compared to determine the unique contribution of visual and verbal short-term memory (STM) and WM and the additional variance contributed by vocabulary scores. No significant group differences were found in the non-verbal test scores or receptive vocabulary scores, but there was a significant difference in expressive vocabulary. Regression analyses indicate that for the TD group STM and WM (both visual and verbal) contributed similar variance to the non-verbal scores. For the ID group, visual STM and verbal WM contributed most of the variance to the non-verbal test scores. The addition of vocabulary scores to the model contributed greater variance for both groups. More unique variance was contributed by vocabulary than memory for the TD group, whereas for the ID group memory contributed more than vocabulary. Visual and auditory memory and vocabulary contributed significantly to solving visual non-verbal problems for both the TD group and the ID group. However, for each group, there were different weightings of these variables. Our findings indicate that for individuals with TD, vocabulary is the major factor in solving non-verbal problems, not memory, whereas for adolescents with ID, visual STM, and verbal WM are more influential than vocabulary, suggesting different pathways to achieve solutions to non-verbal problems.

摘要

通常认为,非言语智力测试的表现反映了视觉认知加工,并且工作记忆(WM)的各个方面也会参与其中。然而,记忆对非言语分数的独特贡献尚不清楚,词汇的独特贡献也不明确。因此,我们旨在研究这些贡献。比较了17名智力残疾(ID)个体和39名心理年龄相似的典型发育(TD)儿童的非言语测试分数,以确定视觉和言语短期记忆(STM)以及WM的独特贡献,以及词汇分数所贡献的额外方差。在非言语测试分数或接受性词汇分数方面未发现显著的组间差异,但在表达性词汇方面存在显著差异。回归分析表明,对于TD组,STM和WM(视觉和言语方面)对非言语分数的方差贡献相似。对于ID组,视觉STM和言语WM对非言语测试分数的方差贡献最大。将词汇分数添加到模型中,两组的方差贡献都更大。对于TD组,词汇比记忆贡献了更多独特的方差,而对于ID组,记忆的贡献比词汇更多。视觉和听觉记忆以及词汇对TD组和ID组解决视觉非言语问题都有显著贡献。然而,对于每组而言,这些变量的权重不同。我们的研究结果表明,对于TD个体,词汇是解决非言语问题的主要因素,而非记忆;而对于ID青少年,视觉STM和言语WM比词汇更具影响力,这表明解决非言语问题的途径不同。

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