Black F W
J Clin Psychol. 1983 Mar;39(2):263-7. doi: 10.1002/1097-4679(198303)39:2<263::aid-jclp2270390223>3.0.co;2-r.
Investigated digit repetition performance in learning-disabled children in an effort to assess its clinical and theoretical significance. Clinically, learning-disabled children were found to demonstrate a higher than expected incidence of large verbal-performance discrepancies, although mean overall digit repetition performance did not differ appreciably from that expected on the basis of intelligence (N = 100). Children with large discrepancies did not differ from those with no such discrepancies when compared on a variety of psychometric and neurobehavioral factors. Theoretically, a hemispheric specialization model and a neuropsychological function model have been proposed to underlie performance on the two somewhat different digit repetition tasks (forward and backward repetition). Some support was found for the neuropsychological function model, with significant correlations obtained between digits forward and a measure of language function and between digits backward and a test of visual constructional ability. Stronger evidence that could have been provided by a double dissociation of correlational findings was limited by a smaller, but significant, correlation between digits forward and Bender Gestalt errors. However, the results are consistent with previous research in suggesting that digit repetition can be an avenue to the study of brain-behavior relationships.
研究学习障碍儿童的数字复述表现，以评估其临床和理论意义。在临床上，发现学习障碍儿童在言语-操作能力差异方面的发生率高于预期，尽管总体数字复述平均表现与基于智力预期的表现并无明显差异（N = 100）。在各种心理测量和神经行为因素方面进行比较时，存在较大差异的儿童与无此类差异的儿童并无不同。从理论上讲，已经提出了半球特化模型和神经心理功能模型来解释在两个略有不同的数字复述任务（顺向和逆向复述）中的表现。神经心理功能模型得到了一些支持，顺向数字复述与语言功能测量之间以及逆向数字复述与视觉构建能力测试之间存在显著相关性。相关结果的双重解离本可提供更强有力的证据，但顺向数字复述与本德尔格式塔测验错误之间存在较小但显著的相关性，这限制了该证据。然而，结果与先前的研究一致，表明数字复述可以成为研究脑-行为关系的一条途径。
