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本文采用问卷方式对本市１０所小学中８４０名３～５年级学习成绩排列为班内后１０名的小学生进行调查。结果发现除智力因素外，非智力因素在学习困难儿童中起重要作用。尤其父母的文化程度、职业、学前教育（包括婴幼儿的早期教育）的有无和开始的早晚，对日后的学习成绩具有关键性影响。干预措施应放在努力改变非智力因素（外环境），重视早期教育，尤其是婴幼儿期教育及智力开发，提高父母科学育儿知识及其本身的文化素质，为提供良好的外因打下基础。
In this paper, questionnaires were used to survey 840 pupils aged from 3 to 5 in 10 primary schools in the city who were ranked in the same class after 10 classes. The results showed that in addition to intelligence factors, non-intelligence factors play an important role in children with learning disabilities. In particular, the educational attainment of parents, occupation, and the availability and early start of pre-school education (including early childhood education for infants and young children) have a crucial impact on future academic performance. Interventions should be made in efforts to change non-intelligence factors (external environment), emphasizing early education, especially in infancy and early childhood education and intellectual development, raising parents’ knowledge about parenting and their own cultural qualities, and laying the foundation for providing a sound external cause.