Gast D L, VanBiervliet A, Spradlin J E
Am J Ment Defic. 1979 Mar;83(5):524-7.
The study was designed to determine whether retarded adolescents and nonretarded preschool children would generalize to other tasks involving printed number names if they were taught the number names in an auditory-receptive task. Four nonretarded preschool children and three retarded children participated. All children could count and use spoken and printed numerals. None of the children could adequately perform any task involving printed number words. After receiving training on an auditory-receptive task involving printed number words, all children improved their performance on tasks involving matching printed number words and numerals and printed number words and sets and improved in their ability to name printed number words.
该研究旨在确定，如果在听觉接受任务中教授了数字名称，发育迟缓的青少年和发育正常的学龄前儿童是否会将其推广到其他涉及印刷数字名称的任务中。四名发育正常的学龄前儿童和三名发育迟缓儿童参与了研究。所有儿童都能数数，并能使用口头和印刷数字。没有一个儿童能够充分完成任何涉及印刷数字单词的任务。在接受了一项涉及印刷数字单词的听觉接受任务的训练后，所有儿童在涉及匹配印刷数字单词和数字以及印刷数字单词和集合的任务中的表现都有所提高，并且在说出印刷数字单词的能力方面也有所提高。
