Inglis J, Lawson J S
J Clin Psychol. 1985 Sep;41(5):680-5. doi: 10.1002/1097-4679(198509)41:5<680::aid-jclp2270410516>3.0.co;2-y.
This study investigated the nature of a learning disability index (LDI) for the objective assessment of verbal-nonverbal patterns of intellectual deficit on the WISC-R. The Factor II score coefficients derived from an unrotated principal components analysis of the WISC-R normative data, in combination with the individual's (or group's) average scaled scores, are used for this purpose. The mean LDI of various groups of learning disabled children, including Mishra's (1984a; 1984b) Mexican-American and Papago groups, are shown to be reliably different from the mean LDI of the normative population and thus demonstrate its cross-cultural validity.
本研究探讨了学习障碍指数（LDI）的性质，用于对韦氏儿童智力量表修订版（WISC-R）上智力缺陷的言语-非言语模式进行客观评估。为此，使用了从WISC-R常模数据的未旋转主成分分析得出的因素II得分系数，以及个体（或群体）的平均量表分数。包括米什拉（1984a；1984b）的墨西哥裔美国人和帕帕戈人组在内的各类学习障碍儿童组的平均LDI，被证明与常模群体的平均LDI存在可靠差异，从而证明了其跨文化有效性。
