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学习障碍儿童的韦氏儿童智力量表言语-操作差异与运动及心理运动能力之间的关系

Relationship between WISC verbal-performance discrepancies and motor and psychomotor abilities of children with learning disabilities.

作者信息

Wener B D, Templer D I

出版信息

Percept Mot Skills. 1976 Feb;42(1):125-6. doi: 10.2466/pms.1976.42.1.125.

DOI:10.2466/pms.1976.42.1.125
PMID:1256964
Abstract

Thirty 9- to 14-yr.-old boys with learning disabilities were divided into three WISC IQ groups: High Verbal-Low Performance, Verbal equal to Performance, and High Performance-Low Verbal. All Ss were given a battery of motor and psychomotor tests. WISC IQ Verbal-Performance discrepancy was not a good predictor of motor and psychomotor learning disabilities.

摘要

30名9至14岁有学习障碍的男孩被分为三个韦氏儿童智力量表智商组：高言语-低操作、言语等于操作、高操作-低言语。所有受试者都接受了一系列运动和心理运动测试。韦氏儿童智力量表智商的言语-操作差异并不是运动和心理运动学习障碍的良好预测指标。

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