In order to explore the relationship between cognitive function in children with learning difficulties and social environment, this study uses the Wechsler Intelligence Scale and the self-made general environment questionnaire to investigate 185 children with learning difficulties and compares them with 185 normal children, and gives attention test to 50 children with learning difficulties. The results show that family environment has a certain influence on the children with learning difficulties, they have a significantly lower verbal intelligence quotient (VIQ), performance intelligence quotient (PIQ) and full scale intelligence quotient (FIQ), and the separation of VIQ and P IQ is common among them. As the children with learning difficulties grow older, their ability for abstract generalization tends to decline, which may be a characteristic of their intelligence development. This study aims to compare the functional differences in cortical regions between children with learning difficulties and children without from the perspective of cognitive neuropsychology, so as to provide effective assistance for children with learning difficulties.

中文翻译：

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学习困难儿童的认知特征。

为了探讨学习困难儿童的认知功能与社会环境之间的关系，本研究使用韦氏智力量表和自制的一般环境问卷调查了185名学习困难儿童，并将其与185名正常儿童进行比较，得出对50名学习困难儿童进行注意力测试。结果表明，家庭环境对学习困难儿童有一定的影响，他们的言语智商（VIQ），表现智力商（PIQ）和全面智力商（FIQ）明显较低，并且VIQ和P IQ在其中很常见。随着学习障碍儿童的年龄增长，他们抽象概括的能力趋于下降，这可能是他们智力发展的特征。本研究旨在从认知神经心理学的角度比较学习困难儿童与未学习儿童的皮质区域功能差异，为学习困难儿童提供有效的帮助。