Research on construction of inner-space of learning disabilities by audio-visual stimulation

许多学习障碍儿童的视觉控制能力较差。在这项研究中，我们分析了手的轨迹达到运动旋转的视觉反馈下的主题，没有LD。每个达到运动有两个组成部分：一个“初始脉冲”（弹道运动）和一系列的“二次调整”（纠正运动），随后达到最终的目标位置。在本研究中，通过测量受试者开始伸出的方向与目标方向之间的角度（误差角）来确定弹道运动的误差，通过测量轨迹与起点和终点之间的直线之间的面积（误差面积）来确定校正运动的误差。在视野旋转30度的初始运动中，LD组和正常组的误差角均约为-30度;然而，LD组的误差面积比正常组大2.9 cm 2。LD组在此条件下10次试验的误差角之和显著高于正常组。这些结果表明，LD受试者的弹道运动技能比正常人差，LD受试者的适应发生比正常人慢。

A number of children with learning disabilities (LD) are not good at visuomotor control. In this study, we analyzed hand trajectories of reaching movements under rotated visual feedback in subjects with and without LD.Each reaching movement has two components : an "initial impulse" (ballistic movement) and a series of "secondary adjustments" (corrective movement) made subsequently to attain the final target position. In the present study, the error in ballistic movement was determined by measuring the angle between the direction in which the subject started to reach out and the direction of the target (error angle), and the error in corrective movement was determined by the measuring the area between the trajectory and a straight line drawn between the starting point and end point (error area). In the initial movement when the visual field had been rotated 30 deg, error angles were about -30 deg in both the LD and normal groups ; however, the error area was 2.9 cm2 greater in the LD group than in the normal group. The sum of error angles in 10 trials under this condition was significantly higher in the LD group than in the normal group. These results suggested that the LD subjects had worse skills in ballistic movement than did the normal subjects and that adaptation by the LD subjects occurred more slowly than that by the normal subjects.