Meltzer L J
J Genet Psychol. 1978 Jun;132(2d Half):185-95. doi: 10.1080/00221325.1978.10533331.
The present study was designed to investigate whether learning-disabled children differ from normal achievers in terms of logical thought and wheter they exhibit décalages intheir acquisition of Piagetian concepts. The Ss comprised 35 learning-disabled boys attending full-time remedial schools and 35 matched normal achievers. The group mean was 9 years 1 month and the mean IQ was 109. S s were tested on a measure of visual perception and on 11 Piagetian tasks measuring conservation of quantitiy and number, seriation, and classification. Results indicated a significant difference between the groups in terms of perception but not in terms of logical thought. The rank order of the 11 Piagetain tasks was significantly correlated for the two groups (r = .89). It was concluded that the perceptual problems of the learning-disabled reside at a functional rather than at an organizational level, thus effecting only specific congnitive activities.
本研究旨在调查学习障碍儿童在逻辑思维方面是否与正常成绩优异者存在差异，以及他们在获取皮亚杰概念时是否表现出发展迟缓。研究对象包括35名就读于全日制补习学校的学习障碍男孩和35名匹配的正常成绩优异者。两组的平均年龄为9岁1个月，平均智商为109。对研究对象进行了视觉感知测试以及11项皮亚杰任务测试，这些任务测量数量和数字守恒、序列化和分类。结果表明，两组在感知方面存在显著差异，但在逻辑思维方面没有差异。两组在11项皮亚杰任务上的排名顺序显著相关（r = 0.89）。研究得出结论，学习障碍儿童的感知问题存在于功能层面而非组织层面，因此仅影响特定的认知活动。
