Turnure J E, Thurlow M L
Am J Ment Defic. 1975 May;79(6):632-9.
The effects of three elaboration structures (compound sentences, complex sentences, and paragraphs) on the paired-associate learning and reversal of 30 8- to 10-year-old nonretarded and 30 8- to 10-year-old EMR children were investigated. Analyses of trials-to-criterion, first trial errors, and reversal errors did not reveal any differences in the effects of the three elaboration structures. Results of the present study indicate that given constant meaning and relational factors, some forms of surface structure differneces (compound sentences vs. complex sentence vs. paragraph) are not significant in determining a child's ability to understand an elaboration or to use it in a learning situation. There was no population difference found in the analysis of first-trial errors, although small significant differences between the nonretarded and EMR children were found in the analyses of trials-to-criterion and reversal performance.
研究了三种详细阐述结构（复合句、复杂句和段落）对30名8至10岁发育正常儿童和30名8至10岁可教育智力落后（EMR）儿童配对联想学习及学习逆转的影响。对达到标准所需试验次数、首次试验错误和逆转错误的分析未发现三种详细阐述结构在效果上有任何差异。本研究结果表明，在意义和关系因素不变的情况下，某些形式的表面结构差异（复合句与复杂句与段落）在确定儿童理解详细阐述或在学习情境中运用它的能力方面并不显著。在首次试验错误的分析中未发现群体差异，尽管在达到标准所需试验次数和逆转表现的分析中，发育正常儿童和可教育智力落后儿童之间存在微小但显著的差异。
