摘要
目的评估中国学习困难和正常儿童韦氏儿童智力量表(WISC)测量的差异。方法检索PubMed、MDConsult、中图公司免费外文期刊整合库(cnpLINKer)、中国知网和万方生物医学期刊数据库,检索时间均从建库至2012年5月。获得中国学习困难和正常儿童WISC测量的对照研究,WISC中文版本为北京师范大学版(WISC-CR)或湖南医科大学版(C-WISC)。提取总智商(FIQ)、言语智商(VIQ)和操作智商(PIQ)。应用RevMan 5.0软件进行Meta分析,根据异质性结果选择相应的效应模型分析,并进行亚组分析。结果 23篇文献进入Meta分析,研究实施地均为中国大陆;10篇文献采用WISC-CR,13篇文献采用C-WISC;12篇文献研究现场为医院门诊或儿童保健门诊,对照组基本为来院智力检测的正常儿童;13篇文献研究现场为学校,对照组来自同校或同班同学。①FIQ、VIQ和PIQ异质性检验提示具显著异质性,均采用随机效应模型分析。Meta分析结果显示,FIQ、VIQ和PIQ的WMD分别为-16.23(95%CI:-18.20～-14.25)、-18.90(95%CI:-21.04～-16.77)和-11.92(95%CI:-13.90～-9.94);学习困难组均显著低于对照组(P均<0.00001)。②对纳入文献的依据诊断方法、研究现场、WISC版本行异质性原因分析,结果显示不能消除异质性。③对VIQ和PIQ各分项进行亚组分析,结果显示VIQ的6个分项(常识、类同、算数、词汇、理解、数字广度)和PIQ的5个分项(填图、排列、积木、拼图、译码)的文献间均具显著异质性,采用随机效应模型分析。Meta分析结果显示,学习困难组VIQ和PIQ各分项得分均显著低于对照组(P均<0.001)。结论中国大陆学习困难儿童FIQ、VIQ和PIQ低于正常儿童,VIQ的延迟发展更明显。VIQ和PIQ各分项中以常识、类同、积木和译码的延迟发展更明显。
Objective To evaluate the measurement difference in Wechsler Intelligence Scale for Children （WISC） testing for Chinese children with learning difficulties and normal children. Methods PubMed, MD Consult, cnpiec LINK service, YZ365. com and Wanfang database were searched from the database establishment to May 2012. Studies comparing Chinese Version of WISC-Ⅲ testing （modified by Beijing normal University or Hunan Medical University ） between children with learning difficulties and normal children were recruited. The full intelligence quotient （ FIQ）, verbal IQ （VIQ） and practical IQ （PIQ） were selected as outcomes for meta analysis with RevMan 5.0. According to the heterogeneity results, corresponding effect model was chosen to conduct the meta-analysis. Results 23 articles were included into the meta-analysis. The research was all carried out in east-central cities of China. 10 of them used the WISC-CR, 13 used C-WISC. Thirteen studies were school-based, whereas 12 studies were carried out among hospital outpatients. The control group subjects without leaning difficulties were selected from the corresponding places. （!）The heterogeneity tests of FIQ, VIQ and PIQ showed significant heterogeneity. All analyses used random effect model. Meta-analysis results showed that WMD was - 16.23 （95% CI： - 18.20 to - 14.25）, - 18.90 （95% CI： -21.04 to - 16.77） , and - 11.92 （95% CI： - 13.90 to - 9.94）, respectively in LD （learning difficulty） group and they were lower than those of the control group significantly （P 〈 0.000 01 ）. （2）The cause of heterogeneity was analyzed by diagnosis, research field （ schools or hospitals） , WISC version （ WISC-CR or C-WISC） and showed its existing. （3）The subgroup analysis showed significant heterogeneity in information （ I ）, classification （ SD ）, arithmetic （ A ）, vocabulary （ V ）, comprehension （ C ）, digit span（D） of 6 subtests of VIQ, and picture completion（ PC）, picture arrangement（ P
出处
《中国循证儿科杂志》
CSCD
2012年第5期364-371,共8页
Chinese Journal of Evidence Based Pediatrics
关键词
儿童
学习困难
智力结构
韦氏儿童智力量表
言语智商
操作智商
META分析
Children
Learning disability
Intelligence
Wechsler Intelligence Scale for Children
Verbal intelligence
Practical intelligence
Meta analysis
