唐氏综合症人群中Raven测试的错误类型：在线评估

IF 1.7 4区心理学 Q3 PSYCHOLOGY, BIOLOGICAL

Learning and Motivation Pub Date : 2025-05-28 DOI:10.1016/j.lmot.2025.102150

J.B. Barrón-Martínez , J. Salvador-Cruz

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引用次数: 0

摘要

本研究的目的是描述墨西哥唐氏综合症（DS）患者的Raven测试中视觉知觉错误的类型，并探讨这些错误是否与心理年龄（MA）或实足年龄（CA）有关。参与者包括50名DS患者，平均CA为19.47年，平均MA为7.40年。使用Raven彩色递进矩阵测试来获得MA并分析四种类型的错误：1)差异，2)图形重复，3)个性化不足，4)不完全相关。由于新冠肺炎大流行，该研究在网上进行。参与者在总共36个问题上平均犯22.84个错误。没有发现四种类型的错误中的任何一种具有优势。然而，MA与三种错误类型负相关。由于这四种错误的比例相似，因此结果不允许我们定义特定的感知缺陷概况；测试中的错误可能是在组织感知信息方面普遍存在困难的结果。未来的研究可能会调查这种结果模式是否与认知能力有关，如工作记忆或执行功能。

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Types of errors in Raven tests in a population with Down syndrome: An online assessment

The objective of this study was to describe the types of visuoperceptual errors on Raven tests in a sample of Mexican people with Down syndrome (DS), and to explore whether these errors were related to mental age (MA) or chronological age (CA). Participants included 50 people with DS, with a mean CA of 19.47 years and a mean MA of 7.40 years. The Raven Colored Progressive Matrices test was used to obtain the MA and also to analyze four types of errors: 1) difference, 2) figure repetition, 3) inadequate individuation, and 4) incomplete correlates. The study was carried out online due to the COVID-19 pandemic. Participants made an average of 22.84 errors on a total of 36 items. No predominance was found of any of the four types of errors. However, MA was negatively correlated with three error types. Because there are similar proportions of the four errors, the results do not allow us to define a specific perceptual deficit profile; errors on the test could be the result of general difficulties in the organization of perceptual information. Future studies could investigate whether this pattern of results is related to cognitive abilities such as working memory or executive functions.

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来源期刊

Learning and Motivation Multiple-

CiteScore

2.90

自引率

0.00%

发文量

期刊介绍： Learning and Motivation features original experimental research devoted to the analysis of basic phenomena and mechanisms of learning, memory, and motivation. These studies, involving either animal or human subjects, examine behavioral, biological, and evolutionary influences on the learning and motivation processes, and often report on an integrated series of experiments that advance knowledge in this field. Theoretical papers and shorter reports are also considered.