Demeter K
Centre for Developmental Disabilities, University Hospital St-Rafaël, Leuven, Belgium.
Eur Child Adolesc Psychiatry. 2000 Sep;9(3):227-33. doi: 10.1007/s007870070047.
Reviewing the literature concerning the developmental level of Rett Syndrome (RS) girls, one is confronted with important difficulties in interpreting the meaning of the results of these studies. Anecdotal evidence from parents suggests that RS girls might understand more than these studies indicate. Analyses of these examples suggests that there are other learning mechanisms than those assessed in classical developmental tests, which are important for RS girls in order to learn to know and understand their world. Studies on learning and memory in early infancy have demonstrated a variety of such mechanisms and--particularly classical conditions--provide a theoretical framework to understand the learning processes of these girls. Based on this theoretical background, an assessment strategy can be developed, with the possibility to differentiate even very low functioning RS girls.
回顾有关雷特综合征（RS）女童发育水平的文献时，人们在解读这些研究结果的意义时面临重大困难。来自家长的轶事证据表明，RS女童可能比这些研究所显示的理解得更多。对这些例子的分析表明，除了经典发育测试中评估的那些机制外，还有其他学习机制，这些机制对RS女童了解和认识自己的世界很重要。早期婴儿期学习和记忆的研究已经证明了多种此类机制，尤其是经典条件作用，为理解这些女童的学习过程提供了一个理论框架。基于这一理论背景，可以制定一种评估策略，甚至有可能区分功能极低的RS女童。
