Bauer R H, Newman D R
Department of Psychology, Middle Tennessee State University, Murfreesboro 37132.
J Exp Child Psychol. 1991 Aug;52(1):11-21. doi: 10.1016/0022-0965(91)90003-b.
Study time and recall by learning-disabled and nondisabled children of five different ages were examined in a task requiring recall of digits that were presented at the child's own rate. Recall increased with age and was significantly higher by nondisabled than disabled children, particularly at older ages. As additional digits of each sequence were presented, study time by 8-year-old disabled and nondisabled groups were relatively constant, increased in older disabled and nondisabled children, but increased more in older nondisabled children than older learning disabled children. Instructions in hierarchical grouping of digits increased recall by all groups to a similar degree, but the increase by younger children and learning disabled children was associated with longer study times. The results suggest that allocation of study time and recall are developmentally delayed in learning disabled children.
在一项要求以儿童自己的速度回忆所呈现数字的任务中，对五个不同年龄段的学习障碍儿童和非学习障碍儿童的学习时间和回忆情况进行了研究。回忆能力随年龄增长而提高，非学习障碍儿童的回忆能力明显高于学习障碍儿童，尤其是在较大年龄时。随着每个序列中更多数字的呈现，8岁的学习障碍组和非学习障碍组的学习时间相对恒定，年龄较大的学习障碍儿童和非学习障碍儿童的学习时间增加，但年龄较大的非学习障碍儿童的学习时间比年龄较大的学习障碍儿童增加得更多。数字分层分组的指导使所有组的回忆能力提高到相似程度，但年幼儿童和学习障碍儿童的回忆能力提高与更长的学习时间相关。结果表明，学习障碍儿童在学习时间分配和回忆方面存在发育延迟。
