Rourke B P, Finlayson M A
J Abnorm Child Psychol. 1978 Mar;6(1):121-33. doi: 10.1007/BF00915788.
Forty-five 9- to 14-year-old children with learning disabilties whose WISC Full Scale IQs fell within the range of 86-114 were divided into three groups on the basis of their patterns of reading, spelling, and arithmetic achievement. Group 1 was composed of children who were uniformly deficient in reading, spelling, and arithmetic; children in Group 2 were relatively adept at arithmetic as compared to their performance in reading and spelling; Group 3 was composed of children whose reading and spelling performances were average or above, but whose arithmetic performance was relatively deficient. The performances of these children on 16 dependent measures were compared. The performances of Groups 1 and 2 were superior to that of Group 3 on measures of visual-perceptual and visual-spatial abilities; Group 3 performed at a superior level to that of Groups 1 and 2 on measures of verbal and auditory-perceptual abilities. The results are discussed in terms of the relationships between varying patterns of academic abilities and patterns of brain-related behaviors, and the nature of the neuropsychological abilities that may limit performance on arithmetic calculation tasks.
45名9至14岁的学习障碍儿童，其韦氏智力量表全量表智商在86至114之间，根据他们的阅读、拼写和算术成绩模式分为三组。第一组由在阅读、拼写和算术方面均表现不足的儿童组成；与阅读和拼写表现相比，第二组儿童在算术方面相对擅长；第三组由阅读和拼写成绩中等或以上，但算术表现相对不足的儿童组成。比较了这些儿童在16项相关测量指标上的表现。在视觉感知和视觉空间能力指标上，第一组和第二组的表现优于第三组；在言语和听觉感知能力指标上，第三组的表现优于第一组和第二组。从学业能力的不同模式与大脑相关行为模式之间的关系，以及可能限制算术计算任务表现的神经心理能力的性质方面对结果进行了讨论。
