NEUROPSYCHOLOGICAL ASSESSMENT IN ILLITERATES - VISUOSPATIAL AND MEMORY ABILITIES
NEUROPSYCHOLOGICAL ASSESSMENT IN ILLITERATES - VISUOSPATIAL AND MEMORY ABILITIES
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DOI：
10.1016/0278-2626(89)90015-8
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发表时间：
1989-11-01
影响因子：
2.5
通讯作者：
ROSAS, P
中科院分区：
文献类型：
--
作者：
ARDILA, A;ROSSELLI, M;ROSAS, P
对极端教育群体（文盲和专业人士）进行了基本的视觉空间和记忆能力神经心理学测试。受试者根据性别和年龄进行配对。以下视觉空间任务包括：图形复制（立方体、房子和Rey-Osterrieth复杂图形）、告诉时间、识别叠加图形、识别地图和绘制房间平面图。使用了以下记忆任务：基本信息记忆、数字记忆（向前和向后）、记忆曲线、延迟口头回忆、句子重复、逻辑记忆、延迟逻辑记忆、即时回忆雷-奥斯特里斯复杂图形、即时再现立方体、视觉空间记忆和顺序记忆。在视觉空间任务中，两组之间的差异具有统计学意义。在7项视觉空间任务中，有5项（除了告诉时间和识别叠加图形）显示出年龄组之间的差异，年轻的组表现更好，而4项任务（立方体、房子、Rey-Osterrith复杂图形复制和告诉时间）在性别之间存在显著差异，男性表现更好。在记忆任务中，除了句子的即时记忆外，所有任务在教育组之间都显示出统计学上的显著差异。13项记忆任务中的8项（数字向前和向后、单词延迟记忆、即时和延迟逻辑记忆、Rey-Osterrieth即时记忆、立方体即时记忆和顺序记忆）在年龄上存在显著差异，而4项任务（数字向后、记忆曲线、Rey-Osterrieth即时记忆和立方体即时记忆）在性别上存在显著差异。结合认知心理学和人类学的现有理论对结果进行了分析。重点是发现通常由神经心理学测试测试的认知技能代表学习和高度训练的能力。
A basic neuropsychological battery of visuospatial and memory abilities was administered to extreme educational groups (illiterates and professionals). Subjects were matched according to sex and age. The following visuospatial tasks were included: figure copy (cube, house, and Rey-Osterrieth complex figure), telling time, recognition of superimposed figures, recognition of a map, and drawing of the plan of the room. The following memory tasks were used: basic information, digit retention (forward and backward), memory curve, delayed verbal recall, sentence repetition, logical memory, delayed logical memory, immediate recall of the Rey-Osterrieth complex figure, immediate reproduction of a cube, visuospatial memory, and sequential memory. In visuospatial tasks all differences between the two groups were statistically significant. Five of the seven visuospatial tasks (all but telling time and recognition of superimposed figures) showed differences between age groups with a better performance found in the younger groups and four of the tasks (cube, house, Rey-Osterrith complex figure copying, and telling time) were significant between sexes with a better performance in men. In memory tasks, with the exception of the immediate memory of sentences, all tasks showed statistically significant differences between educational groups. Eight of the 13 memory tasks (digits forward and backward, delayed memory of words, immediate and delayed logical memory, Rey-Osterrieth immediate memory, cube immediate memory, and sequential memory) showed significant differences for age while 4 of the tasks (digits backward, memory curve, Rey-Osterrieth immediate memory, and cube immediate memory) were significant for sex. Results are analyzed with regard to current theories in cognitive psychology and anthropology. Emphasis is placed on the finding that cognitive skills usually examined by neuropsychological tests represent learned and highly trained abilities.