Weithorn Corinne J, Kagen Edward
Graduate Programs in Educational Services.
Jewish Welfare Board.
Am J Orthopsychiatry. 1978 Jan;48(1):148-159. doi: 10.1111/j.1939-0025.1978.tb01296.x.
Developmental theory suggests that language may be a compensatory factor in the cognitive functioning of hyperactive children. A comparison between first-graders of high activity level and those of low activity level provided support for this theory. Language maturity emerged as a significant variable in task performance and overall school achievement for the high-activity-level group only.
发展理论表明，语言可能是多动症儿童认知功能中的一个补偿因素。一项针对高活动水平和低活动水平的一年级学生的比较为这一理论提供了支持。仅在高活动水平组中，语言成熟度成为任务表现和整体学业成绩的一个重要变量。
