Scott K G
Am J Ment Defic. 1978 Jan;82(4):325-36.
The current state of experimental research on mental retardation was considered from a historical perspective. The early position that defined intelligence as the ability to learn was presented. Subsequent refinements were traced as intelligence was related first to stages and, subsequently, to subprocesses of learning. Research on learning in retarded persons, which mainly dates from the late 1950s, took little account of this history. The methodological errors that flawed much modern mental retardation research were made explicit. Attempts to isolate the roles of MA and of intelligence were reviewed. It was shown that with growing understanding sophisticated designs emerged. Kappauf's three-dimensional model relating performance to IQ and CA was discussed and some models of retardation presented. Research on the development of intelligence was related to these models and to the design of intervention strategies.
从历史的角度审视了智力迟钝实验研究的现状。介绍了早期将智力定义为学习能力的观点。随着智力首先与学习阶段相关，随后又与学习子过程相关，追踪了后续的改进情况。主要始于20世纪50年代末的关于智力迟钝者学习的研究很少考虑这段历史。明确指出了许多现代智力迟钝研究中存在的方法学错误。回顾了分离心理年龄和智力作用的尝试。结果表明，随着认识的不断深入，出现了复杂的设计。讨论了卡普夫将表现与智商和生理年龄相关联的三维模型，并介绍了一些智力迟钝模型。智力发展研究与这些模型以及干预策略的设计相关。
