Mishra S P
J Clin Psychol. 1984 Nov;40(6):1489-92. doi: 10.1002/1097-4679(198411)40:6<1489::aid-jclp2270400638>3.0.co;2-m.
Examined the WISC-R profiles of learning-disabled children from the Papago culture. A sample of 46 Papagos diagnosed as learning disabled were used in the study. Recategorized scores were subjected to 1 X 3 repeated measures ANOVA, and the differences between mean categorized scores were analyzed by Newman-Keuls tests for simple effects. Analysis of the obtained data suggested that learning-disabled Papago children were not characterized by Spatial greater than Conceptual greater than Sequential pattern because WISC-R performance of these children was found to be similar on Sequential and Spatial categories. Caution in the use of WISC-R profile for differential diagnosis was recommended.
研究了来自帕帕戈文化的学习障碍儿童的韦氏儿童智力量表修订版（WISC-R）剖面图。该研究使用了46名被诊断为学习障碍的帕帕戈儿童样本。对重新分类的分数进行了1×3重复测量方差分析，并通过纽曼-丘尔斯检验分析了分类平均分数之间的差异，以得出简单效应。对所得数据的分析表明，学习障碍的帕帕戈儿童并非具有空间能力大于概念能力大于顺序能力的特征模式，因为这些儿童在顺序和空间类别上的WISC-R表现相似。建议在使用WISC-R剖面图进行鉴别诊断时要谨慎。
