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題名 | 智能障礙兒童之WISC-Ⅲ認知特性研究=Study of WISC-Ⅲ Intellectual Patterns of Mental Retarded Children |
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作者 | 陳心怡; 林坤燦; 廖永堃; Chen, Hsin-yi; Lin, Kun-tsan; Liao, Yung-kun; |
期刊 | 特殊教育研究學刊 |
出版日期 | 20050300 |
卷期 | 28 民94.03 |
頁次 | 頁97-121 |
分類號 | 529.62 |
語文 | chi |
關鍵詞 | 智能障礙; WISC-Ⅲ; Mental retardation; |
中文摘要 | 本研究主要目的在探討智能障礙兒童的WISC-III認知特質,研究對象為經過臺北市鑑輔會正式鑑定的智能障礙兒童共236名,研究者依不同研究問題由全體智障兒童組中再選取人數由61至148不等的樣本來進行分析,同時也自臺灣WISC-III 1,100名標準化樣本中選取適當的配對組來進行比較。研究主要發現如下:(1)智障兒童在WISC-III 13個分測驗展現的相對高低分佈與一般兒童不同,有其特殊性認知組型存在;(2)在本身認知功能低下的限制下,智障兒童認知能力彼此間的相對變異性其實不比一般兒童為小,甚至有更大相對變異的表現;(3)整體而言,物型配置及迷津為智障兒童的相對優勢能力,而算術、類同、符號替代、連環圖系則是其相對弱處所在;(4)不同年齡與性別智障兒童的WISC-III認知特質有差異存在,其中女性智障兒童與其他組別差異最大,其變異性較小且僅有理解分測驗為明顯強項;(5)初步發現本研究智障兒童在符號替代、詞彙、理解等分測驗的相對表現與國外文獻報告並不一致,智障兒童的認知特質是否有文化差異存在值得進一步探討。文中也討論相關限制,並對後續研究提出建議。 |
英文摘要 | The main purpose of this study was to investigate the WISC-III intellectual pattern of mental retarded children in Taiwan. WISC-III data based on a total of 236 children who have been officially identified as mental retardation were collected and analyzed. Meanwhile, data from the Taiwan WISC-III standardization sample, which includes 1,100 cases, was also utilized for selecting proper control group. Major findings are as the following: (1) the WISC-III profile for mental retarded children differs significantly from normal children; (2) while taking the intellectual level into consideration, mental retarded children actually express larger relative variation among 13 WISC-III subtests than the normal children do; (3) overall speaking, Object Assembly and Maze are relative strengths for MR children, while their relative weaknesses are abilities tested by Arithmetic, Similarity, Coding, and Picture Arrangement; (4) profile variations exist between MR groups with various age and gender, female group is the one with the most distinctive intellectual pattern, girls do not show as many obvious strengths and weaknesses as boys do; and (5) Taiwan MR children demonstrate unique WISC-III profile which differs from what have been reported in the USA literature, especially on Vocabulary, Coding and Comprehension subtest. Limitations and suggestions were also discussed. |
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