Wansart W L
University of New Hampshire, Department of Education.
J Learn Disabil. 1990 Mar;23(3):164-70, 184. doi: 10.1177/002221949002300306.
Ten subjects with learning disabilities and 10 normally achieving subjects, aged 10-5 to 12-5 years, were videotaped while attempting to solve the Tower of Hanoi problem (see Karat, 1982; Piaget, 1976; Simon, 1975). A microanalysis of their problem-solving activities provided a descriptive taxonomy used to analyze what, in fact, individual subjects did when constructing a solution strategy, and to categorize and compare changes in strategy. The results indicated that as a group the normally achieving subjects reached more sophisticated levels of strategy use (p less than .05). However, if the focus of the comparison is on an analysis of how learning proceeded in individuals, then the subjects with learning disabilities appear to be similar to the normally achieving subjects. There was no evidence in these subjects of the popular conception that individuals with learning disabilities are inactive, passive, or maladaptive in their attempts to learn to solve a problem.
选取了10名有学习障碍的受试者和10名发育正常的受试者，年龄在10.5至12.5岁之间，让他们在尝试解决汉诺塔问题时进行录像（见卡拉特，1982；皮亚杰，1976；西蒙，1975）。对他们解决问题的活动进行微观分析，得出了一种描述性分类法，用于分析个体受试者在构建解决策略时实际做了什么，并对策略的变化进行分类和比较。结果表明，作为一个群体，发育正常的受试者达到了更复杂的策略使用水平（p小于0.05）。然而，如果比较的重点是分析个体的学习过程，那么有学习障碍的受试者似乎与发育正常的受试者相似。在这些受试者中，没有证据支持流行的观念，即有学习障碍的个体在尝试学习解决问题时不活跃、被动或适应不良。
