Carlsson G
Department of Paediatrics, Christian Albrecht's University, Germany.
Scand J Psychol. 1997 Dec;38(4):265-73. doi: 10.1111/1467-9450.00036.
A list-learning paradigm was used to study learning and memory of verbal and figurative material in children with right versus left-sided hemiplegic cerebral palsy. Thirty-one children with right (n = 18), or left (n = 13) congenital hemiplegia were compared with normal controls (n = 19). All children had normal intelligence (IQ > 80), and were attending standard schools. The inclusion criteria for the two hemiplegic groups were; no epilepsy, no hearing or visual impairments, and a mild to moderate hemiparesis. The aim of this study was to explore material-specific (words and drawings) differences in the acquisition, recall and serial position effects in children with an early unilateral brain lesion. The left-hemisphere impaired (i.e. right hemiplegia) group showed impaired acquisition for drawings, as compared with the normal controls. There was also a material-specific difference in the serial position effect for all three groups. Learning of words followed the primacy principle, whereas the learning of drawings followed the recency principle. There were no group-differences in delayed-recall (i.e. long-term memory) for either words or drawings. The results are discussed in terms of acquisition and retention of verbal and figurative materials in relation to lesion side and size.
采用列表学习范式，研究右侧与左侧偏瘫型脑瘫患儿对言语和形象材料的学习与记忆。将31名右侧（n = 18）或左侧（n = 13）先天性偏瘫患儿与正常对照组（n = 19）进行比较。所有儿童智力正常（智商> 80），均就读于标准学校。两个偏瘫组的纳入标准为：无癫痫，无听力或视力障碍，轻度至中度偏瘫。本研究的目的是探讨早期单侧脑损伤患儿在材料获取、回忆及系列位置效应方面的材料特异性（单词和图画）差异。与正常对照组相比，左半球受损（即右侧偏瘫）组在图画获取方面存在受损情况。三组在系列位置效应上也存在材料特异性差异。单词学习遵循首因原则，而图画学习遵循近因原则。单词或图画的延迟回忆（即长期记忆）方面不存在组间差异。根据病变侧和大小，就言语和形象材料的获取与保留对研究结果进行了讨论。
