视觉空间认知是个体认知的重要组成部分，是人们感知世界的重要途径。该项能力的健康发展有助于加速个体对事物的认知进程、推动个体人际交往能力的发展，提高个体学校-社会适应质量。然而国内对此研究甚少，而且国外研究结果也存在争议。关于视觉空间认知能力和学校适应行为的研究可以为相关理论模型提供证真或证伪的证据。因此本研究从（去动作的）视知觉能力、视动整合能力和社会能力、反社会行为入手，进行了三个系列研究。本研究共选取29名言语型学习障碍儿童和31名非言语型学习障碍儿童，同时选取27名普通儿童作为对照组，三组儿童在性别、年龄上相匹配。研究一进行了学习障碍儿童视觉空间认知能力的研究。三类被试视知觉发展能力测验的比较研究结果表明：（1）学习障碍儿童视觉空间认知能力较普通儿童差；（2）学习障碍儿童内部存在显著的组别效应，非言语型学习障碍儿童存在视觉空间认知障碍。研究二通过方差分析的方法对学习障碍儿童学校适应行为进行了探讨。三类儿童学校社会适应行为量表数据结果表明：（1）学习障碍儿童学校适应行为问题较普通儿童多，存在学校适应不良现象，其中非言语型学习障碍儿童的学校不适应行为显著多于言语型学习障碍儿童，前者表现出较多的敌对-易怒、反社会-攻击、冲动性-破坏性等行为，学校社会适应困难；（2）学习障碍儿童学校适应行为不存在性别、年龄差异，但在父、母受教育程度上存在显著差异，这说明父、母文化程度是个体学校行为的重要影响因素。研究三进行了学习障碍儿童视觉空间认知与学校适应行为的关系探讨。相关分析及回归分析结果表明：（1）学习障碍儿童视觉空间认知能力与学校适应行为存在显著相关；（2）视觉空间认知能力能够有效预测儿童的学校适应行为；（3）视觉空间认知能力具有一定的社会功能，可以诱发个体不良情绪，并进一步诱发不良行为反应；（4）视觉空间认知能力对学校适应行为具有促进和抑制作用，一方面视觉空间认知能力的提高可以提升个体社会互动的质量，对个体社会能力发展具有显著性促进作用；另一方面通过提升个体的社会能力以抑制其不良适应行为，促进个体社会性发展。综上所述，本研究对学习障碍儿童视觉空间认知能力和学校适应行为的特点、视觉空间认知能力和学校适应行为之间的关系进行了讨论，分析了研究对小学学习障碍儿童学校适应的教育建议，同时也指出了研究中存在的不足以及值得进一步探讨的问题。

Visual spatial cognition is an important part of individual cognition. It is an important way that people perceive the world. The healthy development of this capability can speed up individual cognition process, promoting the development of individual interpersonal skills and the quality of individual school social adaptation. However, studies on visual spatial cognition of children with learning disability (LD) were rare at home and at abroad some results were controversial. Studies on visual spatial cognition and school adaptive behavior can provide evidences to test the related theories. Therefore, we designed three studies to explore the features of visual spatial cognition and school adaptive behavior of children with LD in the perspective of motor-reduced perception, visual-motor integration, social competence and antisocial behavior.This study selected 29 children with nonverbal learning disability (NVLD) and 31 children with verbal learning disability (VLD) as subjects and 27 normal children as control group. These three groups were also matched by age and gender. Study 1 was designed to discuss the visual spatial cognitive characteristics of children with LD. The results indicated that the LD children showed lower score than ordinary children on visual spatial cognition, there was significant group effect on children with LD; children with nonverbal learning disabilities showed obvious visual space cognitive impairment. Study 2 was designed to explore the feature of school adaptive behavior of children with LD. The results of PRS showed: (1) children with LD showed more adaptive behavior problems than normal children, they had difficulty in school adjustment; children with NVLD showed significantly more behavior problems than children with VLD, such as hostile, irritability, antisocial-attack behavior, impulse and destructive behavior; (2)there wasn’t gender or age difference existing in school adaptive behavior, but a significant difference in the degree of parent's education was found ,which showed that parent's education degree was an important factor affecting individual behavior. Study 3 was designed to explore the relationship between visual spatial cognition and school adaptive behaviors of children with LD. The results showed: (1) there was significant correlation between visual spatial cognition and school adaptive behaviors; Visual spatial cognition can effectively predict children's school adaptive behavior, (3) Visual spatial cognition have certain social functions, it can induce the adverse emotion, and further induce bad behavior response; (4) Visual spatial cognition have promotion and inhibition influences on school adaptive behaviors. On the one hand, the improvement of visual spatial cognition can improve the quality of social interaction, which had significant effect on children's social competence; on the other hand, through improving individual social ability it can inhibit one's maladaptive behavior and speed up the process of individual socialization.To sum up, we discussed the findings of the characteristics of visual space cognitive ability and school adaptive behavior; the relationship between visual spatial cognition and school adaptive behavior. We also analyzed the inspiration for primary schoolchildren's school adaption education from this study and pointed out the existing shortages and the issues worthy of further investigation.