Swanson H L
J Psychol. 1978 Sep;100(1st Half):9-12. doi: 10.1080/00223980.1978.9923463.
The purpose of the present study was to test the developmental lag hypothesis with learning disabled children on two and three dimensional nonverbal task. Twenty-two learning disabled boys in two age groups of 11 each were tested on a probe memory recall procedure. In contrast to generalization of a developmental lag hypothesis, age-equivalent recall in primacy and recency positions reflected patterns similar to those of normal children. Further, a developmental analysis of nonverbal recall revealed constant age-related differences. Results suggested the developmental memory lag interpretation has been confounded with learning disabled children's generalized verbal deficits.
本研究的目的是在二维和三维非语言任务上，对学习障碍儿童检验发展滞后假说。两个年龄组各11名的22名学习障碍男孩接受了探测记忆回忆程序测试。与发展滞后假说的普遍观点相反，首因和近因位置上与年龄相当的回忆反映出与正常儿童相似的模式。此外，对非语言回忆的发展分析揭示了与年龄相关的持续差异。结果表明，发展性记忆滞后的解释与学习障碍儿童普遍存在的语言缺陷相混淆。
