Jerger S, Martin R C, Jerger J
Ear Hear. 1987 Apr;8(2):78-86. doi: 10.1097/00003446-198704000-00004.
An 11 1/2 year old child with learning disability was evaluated with a battery of auditory and linguistic test procedures: electrophysiologic (auditory brain stem, middle latency response, and late potentials), electroacoustic (stapedial reflexes), and behavioral (measures of phonetic-phonologic, syntactic, and semantic processing). The overall pattern of results suggested the presence of an isolated auditory-phonologic processing disorder. Results supported an auditory-perceptual, as opposed to a linguistic-cognitive, model of learning disability.
一名11岁半有学习障碍的儿童接受了一系列听觉和语言测试程序的评估：电生理测试（听觉脑干、中潜伏期反应和晚期电位）、电声测试（镫骨肌反射）以及行为测试（语音-音系、句法和语义处理测量）。结果的整体模式表明存在孤立的听觉-音系处理障碍。结果支持了一种听觉感知而非语言认知的学习障碍模型。
