Caycho L, Gunn P, Siegal M
University of Queensland, St. Lucia, Australia.
Am J Ment Retard. 1991 Mar;95(5):575-83.
Children's understanding of one-to-one, stable order, and cardinal principles was tested through error-detection and self-performance counting tasks. Gelman's modified counting task was used to test understanding of the order irrelevance principle. There were no significant differences between the mean task scores of 15 children with Down syndrome and 15 preschoolers with similar revised Peabody Picture Vocabulary test (PPVT-R) scores (mean age equivalent, 4 years, 7 months). Partial correlations showed several significant associations between counting principles and PPVT-R that were independent of chronological age. The results support the view that counting by children with Down syndrome can be guided by counting principles and that developmental level rather than the syndrome is associated with counting behavior.
通过错误检测和自我表现计数任务，测试了儿童对一一对应、稳定顺序和基数原则的理解。使用格尔曼修改后的计数任务来测试对顺序无关原则的理解。15名唐氏综合征儿童和15名皮博迪图片词汇测试修订版（PPVT-R）得分相似（平均年龄相当，4岁7个月）的学龄前儿童的平均任务得分之间没有显著差异。偏相关显示，计数原则与PPVT-R之间存在几个独立于实际年龄的显著关联。结果支持这样一种观点，即唐氏综合征儿童的计数可以由计数原则指导，并且与计数行为相关的是发育水平而非综合征。
