Condino R, Im-Humber K, Stark R E
Department of Psychology, Johns Hopkins University, MD.
J Psychol. 1990 Jul;124(4):465-79. doi: 10.1080/00223980.1990.10543241.
Eighteen language-impaired children and 25 non-language-impaired children were evaluated to investigate the relationship between language ability and selected aspects of the five-component problem-solving process defined by Kagan and Kogan (1970). Non-impaired children performed better than language-impaired children on nearly all components of the problem-solving process. Language-impaired children had particular difficulties in the areas of coding and hypothesis generation. In fact, coding ability was inversely related to the number of errors made in hypothesis evaluation. Coding ability was also positively correlated with language ability. The exact causal relationship between coding ability, language ability, and error-making in hypothesis evaluation is unclear; however, improving coding skills through training may increase automaticity and lead to improved performance in the higher levels of the problem-solving process.
对18名语言障碍儿童和25名非语言障碍儿童进行了评估，以调查语言能力与卡根和科根（1970年）定义的五成分问题解决过程中选定方面之间的关系。在问题解决过程的几乎所有成分上，非障碍儿童的表现都优于语言障碍儿童。语言障碍儿童在编码和假设生成方面存在特别困难。事实上，编码能力与假设评估中的错误数量呈负相关。编码能力也与语言能力呈正相关。编码能力、语言能力和假设评估中的错误产生之间的确切因果关系尚不清楚；然而，通过训练提高编码技能可能会增加自动化程度，并导致在问题解决过程的更高层次上表现得到改善。
