Batchelor E S, Dean R S
Neuropsychology Laboratory, Ball State University, Munice, IN 47303.
Int J Neurosci. 1989 Mar;45(1-2):33-9. doi: 10.3109/00207458908986214.
This study examined the neuropsychological significance of the Wechsler Intelligence Scale for Children-Revised (Wechsler, 1974) Verbal-Performance discrepancy using a large learning-disabled sample taken from a school population. A simple index was formed to allow the Verbal-Performance discrepancy to be considered as a continuous variable. In an attempt to consider the neuropsychological significance of the Verbal-Performance discrepancy, measures of the Halstead-Reitan Neuropsychological Battery for older children (HRNB) (Reitan, 1969) were regressed against the index. Some 9% of the variance in Verbal-Performance differences was explained by five neuropsychological measures of the HRNB. The practical significance of this relationship was questioned. It was concluded that the Verbal-Performance discrepancy is a poor general indicator of neuropsychological functioning in learning-disabled students in the school setting.
本研究使用从学校人群中抽取的大量学习障碍样本，检验了韦氏儿童智力量表修订版（韦克斯勒，1974年）言语-操作差异的神经心理学意义。构建了一个简单指数，以便将言语-操作差异视为一个连续变量。为探讨言语-操作差异的神经心理学意义，对大龄儿童的哈尔斯特德-雷顿神经心理成套测验（HRNB）（雷顿，1969年）各项测量指标与该指数进行回归分析。HRNB的五项神经心理学测量指标解释了言语-操作差异中约9%的方差。有人对这种关系的实际意义提出质疑。研究得出结论，在学校环境中，言语-操作差异对于学习障碍学生的神经心理功能而言，并不是一个有效的总体指标。
