Bradley T B
J Ment Defic Res. 1983 Jun;27 (Pt 2):79-92. doi: 10.1111/j.1365-2788.1983.tb00281.x.
It has been reported that the Instrumental Enrichment (IE) programme can successfully modify the cognitive structures of retarded disadvantaged adolescents. The research from both Israeli and American studies was reviewed to determine how strongly those claims for success were supported. Though the research yielded some statistically significant results in favour of the Instrumental Enrichment group, the importance of those findings are challenged on the grounds of research design, the relatively unimportant magnitude of mean differences that are reported as significant, and the failure of score changes on measures of cognitive ability to be reflected in school performance. It is concluded that claims that research leads 'substantial support' to the effectiveness of the IE programme must be rejected.
据报道，工具性强化（IE）项目能够成功改变智力发育迟缓的弱势青少年的认知结构。本文回顾了以色列和美国的相关研究，以确定这些关于成功的说法有多大程度的支持。尽管研究得出了一些支持工具性强化组的具有统计学意义的结果，但这些发现的重要性受到了质疑，理由包括研究设计、报告为显著的平均差异相对较小，以及认知能力测量得分的变化未能反映在学业成绩中。结论是，认为研究为IE项目的有效性提供“实质性支持”的说法必须被驳回。
