Williams J, Morgan S B, Kalthoff R A
Department of Psychology, Memphis State University.
J Genet Psychol. 1992 Mar;153(1):87-102. doi: 10.1080/00221325.1992.10753704.
This study compared Piagetian cognitive development in normal achieving children and two groups of children with learning disabilities designated as either auditory-linguistic or visual-spatial on the basis of Verbal-Performance IQ differences on the Wechsler Intelligence Scale for Children-Revised (WISC-R; 1974). The two groups with learning disabilities were matched with normal achieving controls on intelligence, socioeconomic status, sex, race, and age. Piagetian tasks measuring conservation, seriation, and classification were administered to each child to determine level of operative thought. The auditory-linguistic group scored significantly below normal controls in operativity, and significantly fewer were at a concrete operational level on a conservation of length task than were normal achieving children. The visual-spatial group did not differ significantly from normal controls. These results suggest that auditory-linguistic disabilities may be more detrimental than visual-spatial disabilities to development of operativity.
本研究比较了正常学业成就儿童与两组学习障碍儿童的皮亚杰认知发展情况。这两组学习障碍儿童是根据韦氏儿童智力量表修订版（WISC - R；1974）的言语 - 操作智商差异，被划分为听觉 - 语言型或视觉 - 空间型。这两组学习障碍儿童在智力、社会经济地位、性别、种族和年龄方面与正常学业成就的对照组进行了匹配。对每个儿童进行了测量守恒、序列化和分类的皮亚杰任务，以确定其运算思维水平。听觉 - 语言组在运算能力方面的得分显著低于正常对照组，在长度守恒任务中处于具体运算水平的人数明显少于正常学业成就儿童。视觉 - 空间组与正常对照组没有显著差异。这些结果表明，听觉 - 语言障碍对运算能力发展的不利影响可能比视觉 - 空间障碍更大。
