摘要目的 探讨行为问题儿童的认知功能特征,为行为问题儿童的心理干预提供科学依据.方法 87例符合Rutter儿童行为量表教师问卷行为问题诊断标准的行为问题儿童作为研究组,按1∶1比例,抽取相等数量的同性别同年龄组正常儿童作为对照组.采用龚耀先等修订的中国韦氏儿童智力量表(C-WISC)、许淑莲等编制临床记忆量表(CMS)、数字划销测验(NCT)、第四例外测验(FET)进行认知功能测试.结果 行为问题儿童与正常儿童在算术[(10.40±3.02)分,(12.13±3.26)分]、言语智商[(121.55±12.54)分,(129.40±13.98)分]、拼图[(9.98±2.79)分,(11.70±2.78)分]、操作智商[(97.40±10.84)分,(103.93±14.22)分]、总智商[(112.28±11.14)分,(119.03±12.57)分]、言语理解因子智商[(110.48±11.23)分,(115.80±12.31)分]、记忆不分心因子智商[(101.25±11.66)分,(109.40±15.45)分]、数字划销测验的净分值[(67.05±33.85)分,(88.72±22.51)分]、失误率[(32.27±35.77)%,(15.41±10.35)%]等方面差异具有统计学意义(P＜0.05).行为问题儿童的Rutter量表分值与记忆不分心因子智商、数字划销测验的净分值呈显著负相关(r=-0.335,-0.367,P＜0.05),与失误率呈显著正相关(r=0.333,P＜0.05).结论 行为问题儿童可能存在部分认知功能方面的缺陷.

abstractsObjective To compare the cognitive function of children with behavior problems and normal children. Methods 87 children with behavior problems were choosed as study group,according to Rutter' s Children Behaviour Qestionnaire. And 87 normal children were choosed randomly as normal control. Chinese Wechsler Intelligence Scale for Children (C-WISC) ,Clinical Memory Scale (CMS) ,Number Cancellation Test (NCT) and the Forth Exceptional Test (FET) were adopted to assess the cognitive function of children in two groups. Results Compared with normal control, arithmetic scale ( ( 10.40 ± 3.02 ) vs ( 12. 13 ± 3.26 ) ), verbal IQ ( ( 121.55 ±12.54) vs ( 129.40 ± 13.98) ), object assembly scale ( ( 9.98 ± 2.79 ) vs ( 11.70 ± 2.78 ) ), performance IQ((97.40±10.84) vs ( 103.93 ±14.22)),full IQ ((112.28±11.14) vs (119.03 ± 12.57)),verbal comprehension IQ ( ( 110.48 ± 11.23 ) vs ( 115.80 ± 12.31 ) ), memory/concentration IQ ( ( 101.25 ± 11.66 ) vs ( 109.40 ± 15.45 ) ),the net scale ( (67.05 ± 33.85 ) vs ( 88.72 ± 22.51 ) ) and error rate( ( 32.27 ± 35.77 ) %vs ( 15.41 ± 10.35 ) % ) were lower in children with behavior problems ( all P ＜ 0.05 ). In study group, the total scale of Rutter' s Children Behaviour Qestionnaire was negatively correlated with memory/concentration IQ, and with net scale(r = - 0. 335, - 0. 367, P ＜ 0.05 );but it was positively correlated with error rate (r = 0. 333, P ＜ 0.05 ). Conclusion Cognitive defects may exist in children with behavior problems.