Neistadt M E
Tufts University-Boston School of Occupational Therapy, Medford, Massachusetts 02155.
Am J Occup Ther. 1989 Jul;43(7):448-55. doi: 10.5014/ajot.43.7.448.
This study used a balanced factorial design to examine the performance of normal young adults on a parquetry block assembly task that occupational therapists use to treat constructional deficits in adults. Ninety-six 18- to 34-year-old right-handed college students or college graduates (48 men and 48 women) were tested. Independent variables were subjects' sex, presence or absence of color on the model design card, and amount of detail on the model design card. Dependent variables were speed and accuracy of design construction. Results of a factorial analysis of variance with the three variables showed that the subjects' total time scores were significantly related to their sex and to the presence or absence of color and the amount of detail on the design card. Interaction effects were significant for sex by amount of detail and for color by amount of detail. The results were used to generate clinical performance criteria and graded levels of difficulty for this modality. The subjects' learning and test behaviors were examined to generate ideas for treatment and for future research.
本研究采用平衡析因设计，以检验正常年轻成年人在拼花地板积木组装任务中的表现，职业治疗师会用该任务来治疗成年人的结构性缺陷。对96名18至34岁的右利手大学生或大学毕业生（48名男性和48名女性）进行了测试。自变量为受试者的性别、模型设计卡片上有无颜色以及模型设计卡片上的细节数量。因变量为设计构建的速度和准确性。对这三个变量进行方差析因分析的结果表明，受试者的总时间得分与他们的性别、设计卡片上有无颜色以及细节数量显著相关。性别与细节数量之间以及颜色与细节数量之间的交互效应显著。这些结果被用于生成该模式的临床表现标准和难度分级水平。对受试者的学习和测试行为进行了检查，以生成治疗思路和未来研究方向。
