Loveland K A, Fletcher J M, Bailey V
University of Texas Medical School, Houston.
J Clin Exp Neuropsychol. 1990 Aug;12(4):433-47. doi: 10.1080/01688639008400991.
This study compared a group of nondisabled children (ND) with groups of learning-disabled children who were primarily impaired in reading and arithmetic skills (Reading-Arithmetic Disabled; RAD) and arithmetic but not reading (Arithmetic Disabled; AD) on a set of tasks involving comprehension and production of verbally and nonverbally presented events. Children viewed videotaped scenarios presented in verbal (narrative) and nonverbal (puppet actors) formats and were asked to describe or enact with puppets the events depicted in the stories. Rourke (1978, 1982) has shown that RAD children have problems with verbal skills, whereas AD children have problems with nonverbal skills. Consequently, it was hypothesized that children's performance in comprehending and reproducing stories would be related to the type of learning disability. Results showed that RAD children made more errors than AD children with verbal presentations and describe-responses, whereas AD children made more errors than RAD children with nonverbal presentations and enact-responses. In addition, learning disabled children were more likely than controls to misinterpret affect and motivation depicted in the stories. These results show that learning disabled children have problems with social communication skills, but that the nature of these problems varies with the type of learning disability.
本研究将一组非残疾儿童（ND）与主要在阅读和算术技能方面有障碍的学习障碍儿童组进行了比较，这些儿童组包括阅读 - 算术障碍儿童（RAD）以及算术障碍但阅读无障碍儿童（算术障碍；AD），比较内容涉及一系列关于理解和呈现语言及非语言事件的任务。儿童观看以语言（叙述）和非语言（木偶表演）形式呈现的录像场景，并被要求用木偶描述或表演故事中描绘的事件。Rourke（1978年，1982年）表明，RAD儿童在语言技能方面存在问题，而AD儿童在非语言技能方面存在问题。因此，研究假设儿童在理解和复述故事方面的表现将与学习障碍的类型相关。结果显示，在语言呈现和描述性回答方面，RAD儿童比AD儿童犯的错误更多；而在非语言呈现和表演性回答方面，AD儿童比RAD儿童犯的错误更多。此外，与对照组相比，学习障碍儿童更有可能错误解读故事中描绘的情感和动机。这些结果表明，学习障碍儿童在社交沟通技能方面存在问题，但这些问题的性质因学习障碍的类型而异。
