Torgesen J K, Murphey H A
J Gen Psychol. 1979 Oct;101(2d Half,):219-26. doi: 10.1080/00221309.1979.9920076.
The relative ability of 38 fourth-grade boys, good and poor readers, to learn paired-associate lists requiring either verbal or nonverbal responses was assessed with four different tasks. Two of the tasks required either simple or complex verbal responses, while the other two involved learning simple and complex oral, nonverbal responses. The stimuli for all tasks were letter-like visual figures drawn on cards. The good readers learned more efficiently overall, but the major differences between reading groups occurred on the tasks requiring verbal responses.
通过四项不同任务，评估了38名四年级男生（阅读能力强和弱的）学习需要言语或非言语反应的配对联想表的相对能力。其中两项任务要求简单或复杂的言语反应，而另外两项任务涉及学习简单和复杂的口头非言语反应。所有任务的刺激物都是卡片上绘制的类似字母的视觉图形。总体而言，阅读能力强的学生学习效率更高，但阅读组之间的主要差异出现在需要言语反应的任务上。
