Elliott C D, Tyler S
Br J Psychol. 1987 Aug;78 ( Pt 3):325-33. doi: 10.1111/j.2044-8295.1987.tb02250.x.
Two samples of children with reading difficulties--145 poor readers whose word reading was one standard deviation or more below the mean and 121 dyslexic children-were tested on the British Ability Scales. The purpose of the investigation was to examine whether they would score relatively poorly on verbal tests and relatively well on non-verbal tests along the lines suggested by Lawson & Inglis (1985). Also the question of sex differences was investigated. The BAS results tended to confirm the Lawson & Inglis finding that (1) children with learning disabilities in general have verbal deficits and show significantly higher performance on non-verbal tasks, and that (2) this tendency is more pronounced in males than in females. The results, although statistically significant, are not totally consistent either within or between samples. The discussion considers possible explanations for the findings and the possibility that different subgroups of these samples might show differential effects.
选取了两组有阅读困难的儿童样本进行英国能力量表测试，其中一组是145名阅读能力差的儿童，他们的单词阅读成绩比平均水平低一个标准差或更多；另一组是121名诵读困难儿童。本次调查的目的是检验他们是否会按照劳森和英格利斯（1985年）提出的思路，在言语测试中得分相对较低，而在非言语测试中得分相对较高。同时，还对性别差异问题进行了调查。英国能力量表的测试结果倾向于证实劳森和英格利斯的研究发现：（1）一般来说，有学习障碍的儿童存在言语缺陷，在非言语任务上的表现明显更高；（2）这种倾向在男性中比在女性中更为明显。尽管这些结果在统计学上具有显著性，但在样本内部或样本之间并不完全一致。讨论部分考虑了对这些发现的可能解释，以及这些样本的不同亚组可能表现出不同效应的可能性。
