中国科学院心理研究所机构知识库

随着儿童、青少年学习不良研究的逐步深入,近年来,成人学习不良成为美国等西方国家教育心理学研究新的热点。在回顾了成人学习不良概念的提出与确立后,介绍了美国学术界对成人学习不良的筛查和界定标准,并对该领域主要成果从学业发展、阅读困难、元认知和干预研究四个方面进行了概括和分析,指出成人学习不良界定标准的不统一、长期追踪研究的缺乏以及针对成人学习不良心理咨询体系的滞后等已成为当前该领域急待解决的问题。我国应在吸取国外研究成果和经验的基础上,尽快制定出符合自身国情的筛查和诊断标准,掌握学习不良在我国成人群体当中的发生率和分布状况,同时加强相关基础研究和追踪研究,争取在较短时间内建立起我国成人学习不良研究的体系。

With the deepening of research in the field of children with learning disabilities, more attentions have been paid to the issue of learning disabilities among adults by an increasing number of American scholars. After reviewing how the concept of “adults with learning disabilities（ALD）” was recognized and defined as a life-long condition, the identification standards and screening for the learning disabled adults were introduced; the latest research findings of American ALD research in developmental, cognitive, meta-cognitive and interventional aspects were summarized on an analytical basis. It is of great significance to note that the experiences gained to date by American scholars to cope with the existing problems such as inconsistency of ALD definition and identification，lack of long-term follow-up studies, etc will provide valuable references to and enlightenment for the upcoming implementation of ALD research in China.