Poikkeus A M, Ahonen T, Närhi V, Lyytinen P, Rasku-Puttonen H
Department of Psychology, University of Jyväskylä, Finland.
J Learn Disabil. 1999 Jan-Feb;32(1):22-35. doi: 10.1177/002221949903200103.
In this study, parent-child interaction in two carefully matched subgroups-school-age boys with learning disabilities (LD) who showed a discrepancy between their verbal IQ and performance IQ and had more extensive difficulties in higher-level language abilities (VIQ < PIQ, n = 8) and boys with LD who did not manifest a discrepancy between verbal IQ and performance IQ (VIQ = PIQ, n = 8), were investigated. The effects of the child's language problems on child task performance and on the quality of maternal communication were analyzed in a mother-child problem solving task. Children in the VIQ < PIQ group were found to be less successful on the task than children in the VIQ = PIQ group, and their mothers exhibited lower communication clarity in their instructions than the mothers of the children in the VIQ = PIQ group. An interesting interaction effect was found for communication deviances. For mothers in the VIQ < PIQ group the extent of deficient communication increased from the monologue to the dialogue situation, whereas communication deviances decreased for mothers in the VIQ = PIQ group. Three possible models are discussed in light of the differences between the subgroups.
在本研究中，我们调查了两个精心匹配的亚组中的亲子互动情况：一组是有学习障碍（LD）的学龄男孩，他们的言语智商（VIQ）和操作智商（PIQ）存在差异，并且在高级语言能力方面有更广泛的困难（VIQ < PIQ，n = 8）；另一组是言语智商和操作智商之间没有差异的LD男孩（VIQ = PIQ，n = 8）。在一项母子解决问题任务中，分析了儿童语言问题对儿童任务表现以及母亲沟通质量的影响。结果发现，VIQ < PIQ组的儿童在任务上比VIQ = PIQ组的儿童更不成功，并且他们的母亲在指导中的沟通清晰度低于VIQ = PIQ组儿童的母亲。在沟通偏差方面发现了一个有趣的交互作用。对于VIQ < PIQ组的母亲，沟通缺陷的程度从独白情境到对话情境有所增加，而对于VIQ = PIQ组的母亲，沟通偏差则有所减少。根据亚组之间的差异讨论了三种可能的模型。
