Pfeiffer S I, Naglieri J A, Tingstrom D H
Department of Pediatrics, Ochsner Clinic, New Orleans, Louisiana.
Percept Mot Skills. 1987 Dec;65(3):911-6. doi: 10.2466/pms.1987.65.3.911.
This investigation concerned the relationship between the Luria-Nebraska Neuropsychological Battery--Children's Revision and the WISC--R for a sample of 32 children identified as learning disabled. The children's mean age was 9 yr., 11 mo.; they were identified as learning disabled on the basis of ability (WISC--R)/achievement discrepancy test scores. The sample was of low average intellectual ability according to the WISC--R and the Luria-Nebraska T-scores. Intercorrelations between scores on the WISC--R and Luria-Nebraska lists were generally nonsignificant, with the exception of language and arithmetic measures on each test. Also, 84% or 27 of the present sample of 32 were correctly identified as learning disabled using a criterion of three or more Luria-Nebraska subscale scores greater than one SD above the mean.
本研究关注的是针对32名被认定为学习障碍儿童的样本，鲁利亚-内布拉斯加神经心理成套测验儿童版修订版（Luria-Nebraska Neuropsychological Battery--Children's Revision）与韦氏儿童智力量表修订版（WISC--R）之间的关系。这些儿童的平均年龄为9岁11个月；他们是根据能力（韦氏儿童智力量表修订版）/成绩差异测试分数被认定为学习障碍的。根据韦氏儿童智力量表修订版和鲁利亚-内布拉斯加T分数，该样本的智力能力处于低平均水平。韦氏儿童智力量表修订版和鲁利亚-内布拉斯加量表分数之间的相互关联通常不显著，但每项测试中的语言和算术测量除外。此外，在本研究的32名样本中，84%（即27名）根据鲁利亚-内布拉斯加分量表分数中有三个或更多高于均值一个标准差的标准被正确认定为学习障碍。
