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目的探讨学习障碍儿童和正常儿童工作记忆过程中大脑激活模式以及激活强度的差异,为预防和治疗儿童学习障碍提供科学依据。方法采用病例对照方法选取24名被试儿童(正常组∶病例组=1∶1),应用组块设计和事件相关实验设计的实验范式进行工作记忆的功能性磁共振成像测试。结果执行工作记忆任务时,2组儿童共同激活的脑部区域主要为两侧额叶及其靠近中央前回的区域,其次是顶叶和枕叶等皮质区域,且正常组在左侧额上回、右侧额中回2个区域的激活强度高于学习障碍组(P值均<0.05),顶叶和枕叶差异无统计学意义。结论学习障碍儿童前额叶皮质可能存在功能发育不全或缺陷。
Objective To explore the differences of activation patterns and activation patterns of brain during working memory in children with learning disability and normal children and to provide a scientific basis for the prevention and treatment of children with learning disabilities. Methods Twenty-four subjects (normal group: case group = 1: 1) were selected by case-control method. Functional magnetic resonance imaging of working memory was performed using the experimental paradigm of chunk design and event-related experimental design. Results In working memory task, the brain regions co-activated by both groups were mainly bilateral frontal lobe and its area near the central frontal gyrus, followed by the parietal lobe and occipital lobe and other cortical regions. (P <0.05). There was no significant difference in parietal lobe and occipital lobe between the two groups. Conclusion There may be hypoplasia or defects in prefrontal cortex in children with learning disability.