【摘要】 目的比较正常儿童与认知障碍患儿汉字及计算的心理过程。方法正常儿童分8岁组及11岁组各20名,认知障碍分为多动症组(30例,平均年龄9.1岁)及癫痫组(23例,平均年龄10.9岁)。采用单个汉字语义启动及计算模块刺激。BESA 软件提取事件相关电位(ERP)进行比较分析。结果 (1)汉字 ERP:正常儿童8岁组不相关、假字 N2波幅(12.1μV、11.7μV)明显高于11岁组(3.7μV及4.8μV),差异有统计学意义(P<0.05)。多动症汉字不相关及假字组的 P2(2.6μV及4.3μV)、不相关 N2波幅(6.1μV)均明显低于正常对照组,差异均有统计学意义(均 P>0.05)。(2)计算 ERP:8岁组 P2及 P3潜伏期加法(215ms、746ms);减法(207ms、692ms);乘法(216ms、679ms)均长于11岁组,差异均有统计学意义(均 P>0.05)。癫痫患儿各导联 P3潜伏期均明显长于正常对照组,差异均有统计学意义(均 P>0.05)。结论汉字与计算认知波形稳定,ERP 可作为评价正常儿童认知的客观指标,基础研究与临床研究相结合,可对认知障碍及学习障碍的儿童提供诊断及治疗的量化依据,对患儿的早期诊断及干预提供帮助。更多还原

【Abstract】 Objective To explore the cognitive psychological process of healthy children and children with cognitive disorder.Methods Single Chinese character semantic priming and arithmetic tasks were delivered to 20 8-year-old healthy children,and 20 11-year-old healthy children,and 30 children with attention deficit hyperactivity disorder,23 children with epilepsy,and 22 age-matched normal children as controls.Electroencephalography was used.Event-related potential was distilled by BESA software.Results ①During the Chinese character semantic priming,the amplitudes of N2 toward the non-related words and pseud-words in the 8-year-old group were 12.1 μV and 11.7 μV respectively,both significantly larger than those of the 11-year-old group (3.7 μV and 4.8 μV,respectively,both P<0.05).The amplitudes of N2 and P2 toward the non-related words and pseud-words among the children with attention deficit hyperactivity disorder were both significantly lower than those in the healthy children (both P<0.05).②During the arithmetic task,the latency values of P2 and P3 of addition,subtraction,and multiplication in the 8-year-old group of healthy children were all significantly longer than those of the 11-year-old group of healthy children (all P<0.05).The P3 latency of the children with epilepsy was significantly longer than that of the healthy children (P<0.05).Conclusion Chinese character and arithmetic cognitive waves are steady.ERP can be used to estimate the healthy children’s impersonality index.Quantitative indicators are helpful in diagnosis and treatment of cognitive and learning disorders.更多还原