Agarwal K N, Agarwal D K, Upadhyay S K, Singh M
Department of Paediatrics, Banaras Hindu University, Varanasi.
Indian J Med Res. 1991 Apr;94:89-95.
In rural primary school children observed for two years, 12.97 per cent of those having IQ greater than or equal to 90 were found to have poor achievement in arithmetic test and teacher's assessment. These learning disabled children had impaired perceptual maturity and conceptual grasp as observed on MISIC (Indian modification of WISC), Bender Gestalt test and Piaget's test. On WISC Bannatyne categories learning disabled children scored highest in verbal conceptualization (similarities, vocabulary, comprehension), followed by spatial (picture completion, object assembly, block design) and sequencing (arithmetic, digit span, coding) abilities. These children on Bender Gestalt test made more errors particularly distortions (distortion of parts, incorrect number of dots, shape of design lost etc). They also showed delayed development on Piagetian tasks class inclusion, conservation (for length, substance, liquid and number) ordinal relation and one to one correspondence. These observations indicate impaired perceptual maturity, conception and information processing deficit.
在对农村小学儿童进行了两年的观察后发现，智商大于或等于90的儿童中，有12.97%在算术测试和教师评估中成绩较差。这些学习障碍儿童在MISIC（韦氏智力量表的印度修订版）、本德视觉运动格式塔测验和皮亚杰测试中表现出感知成熟度和概念理解能力受损。在韦氏智力量表的班纳蒂尼分类中，学习障碍儿童在言语概念化（相似性、词汇、理解）方面得分最高，其次是空间能力（图片完成、物体组装、积木设计）和排序能力（算术、数字广度、编码）。在本德视觉运动格式塔测验中，这些儿童出现了更多错误，尤其是变形（部分变形、点数错误、图案形状丢失等）。他们在皮亚杰任务的类包含、守恒（长度、物质、液体和数量方面）、顺序关系和一一对应方面也表现出发育延迟。这些观察结果表明感知成熟度受损、概念理解受损以及信息处理缺陷。
