Frisk M
Department of Child and Adolescent Psychiatry, University Hospital, Uppsala, Sweden.
Acta Paediatr. 1993 Sep;82(9):777-82. doi: 10.1111/j.1651-2227.1993.tb12557.x.
Schoolchildren aged seven years underwent a complex reaction time (CRT) measurement and were followed up regarding language achievements and performance in gymnastics during the nine years of compulsory school. An analysis was made of the correlation between school results and CRT findings. In grade 3, there were large differences in psychomotor development between children with fast and slow CRT in both sexes. Only minor differences in school achievement were seen between girls in different CRT groups. Among the boys, however, many with a slow CRT were considered handicapped in language development, with dyslexia as the most important problem in addition to poor motoricity. They left compulsory school with poor results in Swedish, their native language, and gymnastics, and with a certificate that may reduce their changes of future studies and employment. The boys in general were inferior to the girls. The slow CRT boys, who were mainly considered to be developmentally delayed, also carried a risk of social maladjustment. It would appear to be important that psychophysical maturity receives attention at school, in addition to emotional and social factors. The school health services have an important responsibility in this respect.
对7岁的学童进行了复杂反应时（CRT）测量，并在九年义务教育期间对他们的语言成绩和体操表现进行了跟踪。对学业成绩与CRT测试结果之间的相关性进行了分析。在三年级时，男女中CRT快和慢的儿童在心理运动发育方面存在很大差异。不同CRT组的女孩在学业成绩上只有微小差异。然而，在男孩中，许多CRT慢的儿童被认为在语言发展方面有缺陷，除了运动能力差之外，诵读困难是最重要的问题。他们完成义务教育时，母语瑞典语和体操成绩都很差，并且获得了一份可能会降低他们未来学习和就业机会的证书。总体而言，男孩比女孩差。主要被认为发育迟缓的CRT慢的男孩也有社会适应不良的风险。除了情感和社会因素外，心理生理成熟度在学校受到关注似乎也很重要。学校卫生服务机构在这方面负有重要责任。
