Wilder L, Draper T W, Donnelly C P
Percept Mot Skills. 1984 Jun;58(3):976-8. doi: 10.2466/pms.1984.58.3.976.
The problem-solving ability of 18 learning-disabled high school students was increased by instructions to verbalize overtly, but not by instructions to verbalize their actions covertly. This suggests that Vygotsky's 1962 "internalization-of-speech" perspective may be as useful in understanding the limitations of disabled learners as it has been in understanding the limitations of young learners.
通过明确说出想法的指令，18名有学习障碍的高中生的问题解决能力得到了提高，但通过暗自说出自己行为的指令却没有这种效果。这表明，维果茨基1962年提出的“言语内化”观点，在理解残疾学习者的局限性方面可能与理解年幼学习者的局限性一样有用。
