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目的：综合分析学习障碍及亚型的记忆功能及记忆缺陷与学习障碍的关系。方法：先对９７名学习障碍儿童和６３名正常学习儿童的记忆测试结果作因素分析，获１０个独立的记忆因子，然后比较学习障碍及亚型在因子水平的差异及分析各记忆因子与学习障碍的关系。结果：学习障碍儿童与对照组相比有七个记忆因子分组间差异有显著性，亚型比较仅数学障碍组的言语解码和理解记忆因子分高于混合型障碍和语文障碍组。相关和回归分析显示各记忆因子对语文或数学学习所起的作用有大小差异。用记忆测验成绩来鉴别学习障碍与正常学习儿童或鉴别不同亚型是可能的，归类正确为４９４８％～７６３５％。结论：记忆缺陷与学习障碍有内在联系，各型学习障碍记忆缺陷既有共同性，也有特异性。
OBJECTIVE: To comprehensively analyze the relationship between memory impairment and memory impairment and learning disabilities in learning disabilities and subtypes. Methods: The memory test results of 97 children with learning disabilities and 63 children with normal learning were firstly analyzed by factor analysis, and 10 independent memory factors were obtained. Then the differences of learning disabilities and subtypes at the factor level were compared and the differences between memory factors and learning Obstacle relationship. Results: Compared with the control group, children with learning disability had significant differences in seven memory factors. In subtypes, only the number of speech decoding and understanding memory factors of math disorder group was higher than that of mixed disorders and language disorder group. Correlation and regression analysis showed that the effect of each memory factor on language or math learning varied in size. It is possible to distinguish between learning disabilities and children with normal learning or to identify different subtypes with memory test scores, correctly classified as 4948% to 7635%. Conclusion: There is an internal relationship between memory deficits and learning disabilities. Learning disabilities in both types of memory deficits are common and specific.