Greenfield D B, Scott M S
J Abnorm Child Psychol. 1986 Mar;14(1):135-48. doi: 10.1007/BF00917229.
This paper compares LD and non-LD peers on eight variants of the oddity task. This study is part of a larger programmatic research effort aimed at the development of a screening test to detect preschool children who currently pass existing screening tests but, nonetheless, subsequently experience school failure. The theoretical orientation of this approach is to assess active, ongoing cognitive processing ability. The oddity task, which can be structured to assess such processing ability, was evaluated in the present study as a potential component of this screening test. Consistent with a priori predictions, the data resulted in strong group and developmental differences. Oddity performance increased over age, with the non-LD children performing consistently better than their LD peers at each age. Perceptual and conceptual factors were manipulated across the oddity variations, and both factors contributed to group differences. These results were discussed in relationship to early diagnosis and prognosis for learning disabilities that might result from deficiencies in abstract processing ability.
本文比较了学习障碍（LD）儿童和非学习障碍儿童在八种奇异任务变体上的表现。本研究是一项更大规模的系统性研究工作的一部分，该研究旨在开发一种筛查测试，以检测那些目前通过现有筛查测试，但随后仍经历学业失败的学龄前儿童。这种方法的理论取向是评估活跃的、持续的认知加工能力。奇异任务可用于评估这种加工能力，在本研究中，该任务被评估为这种筛查测试的一个潜在组成部分。与先验预测一致，数据显示出显著的组间差异和发展差异。奇异任务表现随年龄增长而提高，在每个年龄段，非学习障碍儿童的表现始终优于学习障碍儿童。在奇异任务的不同变体中，对感知和概念因素进行了操控，这两个因素都导致了组间差异。讨论了这些结果与可能由抽象加工能力缺陷导致的学习障碍的早期诊断和预后的关系。
