双眼视，即双眼同时工作、协调和整合视觉信息的能力，能够产生单一、立体和深度感的视觉体验，近年来在认知心理学和神经科学研究中逐渐受到越来越多的重视，尤其是在探讨其与执行能力之间复杂关联的方面。执行能力作为一项至关重要的认知功能，涉及多个方面，包括注意力、工作记忆、决策和问题解决等，这些因素共同影响着个体在日常生活和工作中的表现和效率。当前的研究表明，双眼视不仅在视觉信息的处理上发挥着关键作用，还对个体的执行能力产生了显著的影响。双眼视异常群体（如斜视、弱视患者）在执行功能测试中普遍表现出反应抑制延迟、工作记忆容量降低等特征。然而，现有文献中关于双眼视与执行能力之间关系的研究，特别是基于神经机制及其临床影响的系统性分析仍显得相对不足。为此，本文通过对现有研究的综述，深入探讨双眼视在执行能力中的作用，详细分析其背后的神经机制，并讨论这些发现对临床实践可能产生的影响。此外，文章还提出了未来研究的方向，以期更全面地理解双眼视与执行能力之间复杂的交互关系，从而为相关领域的研究提供新的视角和思路，推动这一领域的进一步发展。

Binocular vision, the ability of both eyes to work simultaneously, coordinate, and integrate visual information, can produce a unified, three-dimensional, and depth-perceptive visual experience. In recent years, it has garnered increasing attention in cognitive psychology and neuroscience research, particularly in exploring its complex relationship with executive functions. Executive functions, as a crucial cognitive capability, encompass various aspects, including attention, working memory, decision-making, and problem-solving, all of which collectively influence an individual's performance and efficiency in daily life and work. Current research indicates that binocular vision plays a key role not only in processing visual information but also has a significant impact on an individual's executive functions. Groups with binocular vision abnormalities (such as strabismus and amblyopia patients) generally exhibit characteristics like delayed response inhibition and reduced working memory capacity in executive function tests. However, existing literature on the relationship between binocular vision and executive functions, especially systematic analyses based on neural mechanisms and their clinical implications, remains relatively insufficient. Therefore, this article reviews existing research to delve into the role of binocular vision in executive functions, analyzes the underlying neural mechanisms in detail, and discusses the potential clinical implications of these findings. Additionally, the article proposes future research directions to comprehensively understand the complex interplay between binocular vision and executive functions, aiming to provide new perspectives and ideas for research in related fields and promote further development in this area.

目的：探讨近视与双眼视功能状态以及用眼时间的关系。方法：对广州市花都区 219 名 10~12 岁学生进行纵向队列研究，研究对象均于2016年基线检查时进行了眼部生物测定、散瞳下自动验光、主观验光、配镜，并在戴镜2周后测量散瞳验光结果，2017年11月再次重复上述检查。同时做调查问卷收集户外、户内活动时间，进一步比对。结果：219 名学生1年后近视度数加深值为 -1.05±0.44（P < 0.001），眼轴长度1年后增长 0.44±0.31，两者呈正相关（P < 0.001）；近视度数与调节滞后、调节幅度有相关性，同时与周一至周五户外活动时间呈负相关。结论：近视加深速度与调节滞后、调节幅度有关。在用眼时间方面，户外活动时间越短，近视加深越快；户内活动时间越长，近视加深越快。

Objective: To evaluate the relationship between myopia progression and binocular vision functions and the relationship between myopia progression and outdoor/indoor activities. Methods: A 1-year longitudinal study was carried out and 219 subjects were included. Subjects lived in Huadu District, Guangzhou, China. Binocular functions measurements, ocular biometry measurements and cycloplegic refraction were done at the first visit in 2016. Cycloplegic refraction were done 2 weeks after dispensing. The measurements were repeated in November 2017 and information about outdoor activities and indoor activities was gathered by questionnaires for comparison. Results: The myopia progression was measured to be -1.05±0.44 (P < 0.001) in 219 subjects, which was positively correlated with axial length elongation for 0.44±0.31 (P < 0.001) and correlated with accommodative lag and accommodative amplitude. Myopia progression was observed to be negatively related to outdoor activitytime. Conclusion: Myopia progression rate is related to accommodative lag and accommodative amplitude. Outdoor activities could be a protective factor for myopia progression.

目的: 探讨 ETDRS 对数视力表对儿童视力检查的可重复性及其影响的相关因素。

方法: 在流行病学调查的过程中, 随机使用 ETDRS 对数视力表, 为 250 位裸眼视力低于 0.5 和 98 位视力正常儿童进行裸眼视力重复检查。
结果: 两次视力测量之间差异的均数为0.004log^±0.07; Kappa 分析结果具有很好的一致性(k = 0.71) ; 性别与视力检查一致性无明显相关(P = 0.845) ; 年龄与视力检查一致性有显著相关性(P = 0.019) , 年龄越小视力检查一致性越差; 屈光不正与视力检查一致性也有显著相关性(P = 0.000) , 近视度数在- 1.00D～- 5.00D 之间的儿童视力检查一致性相对差, 而正视眼的视力检查一致性较好。

结论: 结果提示 ETDRS 对数视力表适合儿童视力检查, 建议推广使用。

Purpose: To evaluate repeatability of the ETDRS log MAR visual acuity measurementin children and the relative influence factors.

Methods: The children (n = 348) with visual acuity less than 0.5 ( equal to 0.3 logunit) in either eye,or one tenth in children with normal visual acuity were chosen todo repeatable uncorrected VA measurement with Bland-Altman analysis and Kappa analysis using ETDRS acuity chart.

Results: The mean difference of visual acuity was 0.004log^±0.07. There was a significant repeatability (k = 0.71) between two visual acuity examination. There were significant consistent results both on male and female patients (P = 0.845) . A significant relationship was found between age and VA repeatability(P = 0.019) . The VA repeatability could also be influenced by refractive error (P = 0.000) . The acuity measurement in children with emmetropia (k = 0.82) had a higher repeatability than in the children with myopia (k = 0.66) .

Conclusions: The ETDRS visual acuity chart can provide a repeatable measure of visual acuity in children. It is recommended for clinic examination of children. 

目前Wetlab眼科手术教学采用猪眼球作为教学模型，与实际手术差别较大，且无法满足外眼手术教学的需求。通过使用带有眼球、眼外肌、眶组织、眶骨及眼睑结构的全眼模型，可高度模拟真实手术场景，覆盖更多眼科手术教学需求。基于全眼模型构建多个眼科手术教学平台，依照培养阶段设计手术课程，创建新的评价体系，改变传统将“内眼”“外眼”分开的教学理念，可使年轻医师从一开始就建立眼科“分科而不分割”的整体思维，从而使眼科手术培训更加规范和完善。

Porcine eyes have been used as animal model in ophthalmic surgery training. However, it differs greatly from real surgery and cannot meet the needs of external eye surgery teaching. Porcine orbit model with eyeball, extraocular muscles, orbital tissue, bones and eyelids can be more realistic simulation of real surgeries and cover more needs for ophthalmic surgery teaching. By setting up ophthalmic surgery teaching platforms, designing staged course and creating new assessment methods based on porcine orbit model, the traditional concept about separation of internal and external eye is changed. This helps young doctors to establish a holistic view from the very beginning,that ophthalmic surgeries should not be split because of subspeciality. In this way, ophthalmic surgery training will become more standardized and perfected.

目的：评价手术视频辅助Wetlab眼睑手术教学的效果。方法：回顾性分析2021年4月至2021年9月在中山大学中山眼科中心住院医师规范化培训学员中使用全眼模型开展Wetlab外眼手术教学的情况。对照组(12人)采用传统教学方法，实验组(15人)在传统教学方法的基础上引入手术视频辅助教学，对学员第3、6、9次练习视频进行评分，分析教学效果。结果：2组学员的基线水平与学习曲线相似，练习第3次到第6次之间评分提高快(对照组P3~6=0.001，实验组P3~6<0.001)，第6次到第9次之间提高速度放缓(对照组P6~9=0.007，实验组P6~9=0.012)。对照组学员在练习第3次用时更长[(80.3±16.1) min]，随着练习次数增多，用时逐渐缩短并保持稳定(P3~6=0.040，P6~9=0.886，P3~9=0.020)，而实验组学员在练习第3次用时更短[(71.7±15.0) min]，练习过程中保持稳定(P3~6=0.568，P3~9=0.519)。结论：手术视频辅助教学有助于学员熟悉手术操作，提高练习效率。

Objective: To assess the efficacy of video-assisted Wetlab eyelid surgery teaching. Methods: From April 2021 to September 2021, the porcine orbit model was used to conduct a Wetlab teaching course on eyelid surgeries among trainees of standardized training for residents in Zhongshan Ophthalmic Center, Sun Yat-sen University. The control group (12 trainees) used conventional teaching methods. Video-assisted teaching was offered to the test group (15 trainees) based on conventional teaching methods. The videos records of the 3rd, 6th, and 9th practices were scored to analyze the teaching efficiency. Results: Trainees from the 2 groups showed a simila baseline and learning curve. Rapid improvement was found between the 3rd and 6th practice (P3–6=0.001 in control group, P3–6<0.001 in test group). The increment was slower between the 6th and 9th practice (P6–9=0.007 from control group, P6–9=0.012 from test group). Longer time was required by trainees from the control group at the 3rd practice [(80.3±16.1) min]. As they practiced more, the time required gradually decreased and remained stable (P3–6=0.040, P6–9=0.886, P3–9=0.020 from control group). Trainees from the test group spent less time at the 3rd practice [(71.7±15.0) min]. The time remained stable during all practices (P3–6=0.568, P3–9=0.519 from test group). Conclusion: Video-assisted teaching can help trainees get familiar with surgical operations and improve the efficiency of practices.

目前Wetlab眼科手术教学采用猪眼球作为教学模型，与实际手术差别较大，且无法满足外眼手术教学的需求。通过使用带有眼球、眼外肌、眶组织、眶骨及眼睑结构的全眼模型，可高度模拟真实手术场景，覆盖更多眼科手术教学需求。基于全眼模型构建多个眼科手术教学平台，依照培养阶段设计手术课程，创建新的评价体系，改变传统将“内眼”“外眼”分开的教学理念，可使年轻医师从一开始就建立眼科“分科而不分割”的整体思维，从而使眼科手术培训更加规范和完善。

Porcine eyes have been used as animal model in ophthalmic surgery training. However, it differs greatly from real surgery and cannot meet the needs of external eye surgery teaching. Porcine orbit model with eyeball, extraocular muscles, orbital tissue, bones and eyelids can be more realistic simulation of real surgeries and cover more needs for ophthalmic surgery teaching. By setting up ophthalmic surgery teaching platforms, designing staged course and creating new assessment methods based on porcine orbit model, the traditional concept about separation of internal and external eye is changed. This helps young doctors to establish a holistic view from the very beginning, that ophthalmic surgeries should not be split because of subspeciality. In this way, ophthalmic surgery training will become more standardized and perfected.