Mäntynen H, Poikkeus A M, Ahonen T, Aro T, Korkman M
Department of Psychology, University of Jyväskylä, Jyväskylä, Finland.
Child Neuropsychol. 2001 Dec;7(4):241-50. doi: 10.1076/chin.7.4.241.8739.
The present study describes the incidence of test refusal at neuropsychological assessment, investigates its correlates, and its stability. The participants were 124 children aged 3.5 years whose development has been followed from birth in the Jyväskylä Longitudinal Study of Dyslexia (JLD). The frequency of test refusal on the Finnish version of the NEPSY was analyzed with respect to the children's concurrent and earlier cognitive and language skills, assessed using tests and parental ratings. Refusal during test-taking was found to be relatively common at this age, and high frequency of refusal at an earlier age was associated with similar tendency at a later age. High test refusal was associated with compromised neuropsychological and linguistic test scores. Missing data due to refusal were more common in neuropsychological tasks requiring verbal production. It is concluded that test refusals reflect a child's poor underlying skills and an attempt to avoid failure, rather than noncompliant or oppositional behavior.
本研究描述了神经心理学评估中拒绝测试的发生率，调查了其相关因素及其稳定性。研究参与者为124名3.5岁儿童，他们从出生起就被纳入于韦斯屈莱诵读困难纵向研究（JLD）中进行跟踪。我们根据儿童同时期和早期的认知及语言技能（通过测试和家长评分进行评估），分析了芬兰版NEPSY测试中拒绝测试的频率。结果发现，在这个年龄段，测试过程中拒绝测试的情况相对普遍，且早期拒绝频率较高与后期类似倾向相关。高频率的拒绝测试与神经心理学和语言测试分数受损有关。在需要言语表达的神经心理学任务中，因拒绝而导致的缺失数据更为常见。研究得出结论，拒绝测试反映了儿童潜在技能较差以及试图避免失败，而非不合作或对立行为。
