Vig S, Kaminer R K, Jedrysek E
J Dev Behav Pediatr. 1987 Feb;8(1):12-7.
A group of 38 preschool children, first evaluated when 2 to 4 years old, functioning within the borderline or mildly retarded ranges of intelligence, were reevaluated at the ages of 6 or 7 years. It was found that cognitive and linguistic limitations remained fairly stable over time. The most global of the early measures best predicted subsequent attainment, both for children with language skills significantly below performance and for those with more even function. Preschool language deficiencies reflected in a significant discrepancy between verbal and performance abilities in early intelligence testing were not subsequently associated with greater academic difficulties. At the time of reevaluation, receptive understanding of language exceeded expressive competence, and semantic skills were stronger than syntactic abilities.
一组38名学龄前儿童，最初在2至4岁时接受评估，智力处于临界或轻度迟缓范围内，在6或7岁时再次接受评估。结果发现，认知和语言限制随时间推移保持相当稳定。对于语言技能明显低于表现水平的儿童以及功能更为均衡的儿童而言，早期最全面的测量方法最能预测其后续成就。早期智力测试中言语和操作能力之间的显著差异所反映出的学龄前语言缺陷，随后并未与更大的学业困难相关联。在重新评估时，对语言的接受理解超过表达能力，语义技能强于句法能力。
