Stephens W E, Holder L O, Ludy I E
Am J Ment Defic. 1975 May;79(6):659-65.
In equivalence-formation tasks, retarded children have been ovserved to use fewer action concepts than expected on the basis of their MA. When tasks were structured and praise for performance was introduced, mildly retarded children performed like nonretarded children in most respects, except for total number of responses. Moderately retarded children of the same MA showed improved performance but still performed more poorly than either of the other two groups. The implications of these findings were discussed.
在等价形成任务中，人们观察到智力迟钝儿童使用的动作概念比根据其心理年龄预期的要少。当任务结构化并引入对表现的赞扬时，轻度智力迟钝儿童在大多数方面的表现与非智力迟钝儿童相似，除了反应总数。相同心理年龄的中度智力迟钝儿童表现有所改善，但仍比其他两组中的任何一组表现更差。讨论了这些发现的意义。
