摘要
目的通过纵向追踪，了解不同发展阶段儿童气质与智能发育的具体联系。方法选取139例健康出生儿作为研究对象，纵向追踪到学龄阶段。在婴儿8个月、学前期3岁和学龄期8岁时分别进行儿童气质评定和儿童发育商（3岁以前）和智力测评。结果①儿童早期1-3岁的总发育商与学龄期儿童智商存在显著性正相关（P〈0．01）；②从婴儿期至学龄期，气质容易型儿童的智力发展呈线性增长，而气质困难型儿童在2-3岁期间出现智力增长停滞现象；③婴儿期气质“活动水平高”与1岁时总发育商和“大运动”、1-3岁“社交行为”能区显著正相关；婴儿期气质“易接近”和“适应性”分别与3岁“社交行为”、“适应行为”能区显著正相关；婴儿期气质“情绪积极”与“社交行为”得分显著正相关（P〈0．05）。学前期气质“活动水平”与学龄期“言语”智商、“常识”和“算术”呈负相关（P〈0．05）；学龄期气质“趋避性”与“言语”智商和“语言理解”显著负相关（P〈0．05）；学龄期“适应性”、“注意分散度”和“情绪性”也分别与“常识”和“算术”、“词汇”有显著负相关（P〈0．05）。结论从婴儿期至学龄初期，儿童气质与智能发育之间均具有一定联系，在婴幼儿时期，主要表现在气质特征与“大运动”和“社交行为”（即早期的非言语交流）能区的显著联系；而在学前期和学龄初期，主要表现为气质特征对儿童言语智能发育的影响。另外，早期婴儿的困难型气质可能对其后期智能发育产生消极影响，但尚需大样本研究的进一步证实。
Objective To investigate associations of early childhood temperament with their following intelligence development through a longitudinal follow-up study. Methods 139 healthy neonates were selected as study subjects. Temperament of the children was assessed by using Carey temperament questionnaire series-Chinese version at 8 months, 3 years （ preschool period）, and 8 years of age （ school period） respectively. At 1 year, 2 years and 3 years of age, early childhood developmental quotients（DQ） were tested by using Children＇ s Neuropsychological Development Scale （CNDS） and their family environment was assessed by using Family Environment Observation Scale for Children Aged 0 - 3 Years Old （FEOSC） respectively. At school period （8years old）, the family environment of the children aged 6 - 14 years old was observed and their intelligence development level was assessed by using WISC-R. Results ① The total DQ of children aged 1 -3 years old was correlated positively to IQ in school period of the children （P 〈0.01 ） ;②From infancy to school period, the intelligence development of those children with easy temperament was increased linearly, while that of those children with difficult temperatment manifested retardation in intelligence increase in their 2 -3 years old; ③“Acitivity” in infancy was higher, which was significantly positively correlated to the total DQ and functioning domains of “Motor” at 1 year old, “Social behavior” at 1 -3 years old. The teperament “Accessibility” and “Adaptability” in infancy were significantly positively correlated to the functioning domains of “Social behavior”and “Adaptive behavior” at 3 years old. The score in “Hyperemotivity” in infancy was significantly positively correlated to that in “Social behavior”（ P 〈 0.05 ）. The temperament “Activity level” in preschool period was negatively significantly correlated to “Verbal IQ”, “Common sense” and “Arismetic” in school period （ all P 〈 0.05 ）. In school period, the temperament “Avoidotaxis” was negatively and significantly correlated to correlated“Verbal IQ” and “Speech understanding”（ P 〈 0. 05 ）. And “Adaptability”, “Attention span （dispersity）” and “Emotionality” were negatively and significantly correlated to “Common sense”, “Arismetic” and “Vocabulary”, respectively. Conclusion From infancy to early school period, there are some associations between childhood temperament and their intelligence development. In infancy and preschool periods, the significant associations are between childhood temperament traits and “Motor”and “Social behavior”（ that is, non-linguistic communication in early stage ）. While in preschool and school periods, this association mainly presentes with influence of childhood temperament traits on development of “Verbal IQ”. In addition, the difficult type of temperament in early infancy may play negative role on intelligence development of the children in toddler years. But this needs to be proved in large scale study.
出处
《中国妇幼健康研究》
2008年第3期189-192,共4页
Chinese Journal of Woman and Child Health Research
关键词
气质
困难型气质
智商
发育商
temperament
difficult type of temperament
intelligence quotient （IQ）
developmental quotient （DQ）
