Ellis Weismer S
J Speech Hear Res. 1985 Jun;28(2):175-84. doi: 10.1044/jshr.2802.175.
Constructive comprehension abilities were compared in a group of 12 language-disordered children (second graders) and two groups of children acquiring language normally (12 second graders matched to the language-disordered subjects on nonverbal cognitive skills and 12 kindergartners matched on language comprehension). Differences were examined in proficiency of the children in constructing spatial and causal inferences associated with short stories presented in a Verbal Task and Picture Task. The language-disordered group scored significantly lower on inference items than the cognitively matched control group of second graders on both tasks. A conditional analysis indicated that even when the language-disordered subjects appropriately answered the relevant premise items, they were significantly less likely than the second-grade controls to correctly respond to inference items on both tasks. There was no significant difference between the language-disordered and kindergarten children for either the overall or conditional analysis. The finding that language-disordered children evidenced difficulty in inference construction for both verbal and pictorial material was interpreted as being indicative of a cognitive deficit.
对一组12名语言障碍儿童（二年级学生）和两组正常习得语言的儿童（12名在非语言认知技能上与语言障碍受试者匹配的二年级学生以及12名在语言理解上匹配的幼儿园儿童）的建构性理解能力进行了比较。研究人员考察了儿童在言语任务和图片任务中与短篇故事相关的空间和因果推理建构能力的差异。在两项任务中，语言障碍组在推理项目上的得分显著低于认知匹配的二年级对照组。条件分析表明，即使语言障碍受试者正确回答了相关的前提项目，他们在两项任务中正确回答推理项目的可能性也显著低于二年级对照组。在总体分析或条件分析中，语言障碍儿童与幼儿园儿童之间均无显著差异。语言障碍儿童在言语和图片材料的推理建构上均表现出困难，这一发现被解释为表明存在认知缺陷。
