Ferrara R A, Brown A L, Campione J C
Child Dev. 1986 Oct;57(5):1087-99. doi: 10.1111/j.1467-8624.1986.tb00438.x.
An initial study examined the relation between current developmental levels, as estimated by IQ, and proximal levels of development, as estimated by the efficiency of learning and transfer in assisted contexts. 8-11-year-old children learned to solve letter series completion problems with the aid of graduated sequences of prompts. Maintenance and transfer were later assessed using similar prompting procedures. Both IQ and age effects were found. Average-IQ (and younger) children required more assistance than high-IQ (and older) children to achieve the same mastery level on the original problem types. In addition to this difference in learning efficiency, average-versus high-IQ students, and younger versus older children, subsequently diverged in the number of prompts they needed as the transfer problems differed increasingly from the ones originally learned. In a second study, amount of assistance required in learning was found to be quite stable across moderately related tasks (letter series and progressive matrices). Assistance needed in maintenance and transfer appeared less stable but was also significantly correlated across tasks. Theoretical and clinical implications are discussed.
一项初步研究考察了用智商估计的当前发展水平与用在辅助情境下学习和迁移效率估计的近端发展水平之间的关系。8至11岁的儿童借助逐步递增的提示序列学会解决字母系列完成问题。随后使用类似的提示程序评估保持和迁移情况。研究发现了智商和年龄效应。平均智商（以及年龄较小）的儿童比高智商（以及年龄较大）的儿童在掌握原始问题类型时需要更多帮助才能达到相同的熟练水平。除了学习效率上的这种差异外，随着迁移问题与最初学习的问题差异越来越大，平均智商与高智商学生以及年龄较小与年龄较大的儿童在后续所需提示数量上出现了分歧。在第二项研究中，发现在学习中所需的帮助量在中等相关任务（字母系列和渐进矩阵）中相当稳定。保持和迁移中所需的帮助似乎不太稳定，但在各任务之间也存在显著相关性。文中讨论了理论和临床意义。
