Fritz A
Z Kinder Jugendpsychiatr. 1985;13(2):82-94.
Twenty-four children with specific learning difficulties and 23 normal children were given various problem-solving tasks, and the strategies they used to solve the problems were analyzed in terms of information theory. This process-oriented analysis showed that the children with learning disabilities could not solve the convergent thinking tasks using simultaneous strategies but instead needed successive steps. On object-finding tasks they more frequently used a trial-and-error strategy, which they maintained in task repetition even after interactive elaboration of solution-relevant operators (low degree of learning from experience).
24名有特定学习困难的儿童和23名正常儿童被给予各种解决问题的任务，并根据信息论分析他们用于解决问题的策略。这种面向过程的分析表明，有学习障碍的儿童不能使用同步策略来解决聚合思维任务，而是需要连续的步骤。在找物体任务中，他们更频繁地使用试错策略，即使在对与解决方案相关的操作符进行交互式阐述之后，他们在任务重复中仍保持这种策略（从经验中学习的程度较低）。
