Cermak S A, Cermak L S, Drake C, Kenney R
Am J Occup Ther. 1978 Sep;32(8):493-9.
Three groups of learning-disabled children, defined according to their Wechsler Intelligence Scale for Children (WISC) profiles, and one normal control group, were given both a standard dichotic listening task and a dichotic listening task performed concurrently with a manual tapping task. Learning-disabled children who showed no disparity in their verbal and performance subscale scores on the WISC demonstrated a right ear preference under standard testing and when tapping with the left hand, but not the right, which was nearly the same pattern as that obtained by the control group. Learning-disabled children whose verbal WISC score was at least 15 point lower than their performance demonstrated a right-ear preference only when tapping with their left hand. Finally, learning-disabled children who had high verbal, low performance WISC profiles showed no ear preference under any conditions. These results were interpreted as indicating that these three types of learning-disabled children are differentially lateralized and differentially affected by the facilitory-inhibitory effects of concurrent hemispheric activities.
根据韦氏儿童智力量表（WISC）的剖析图划分出三组学习障碍儿童和一个正常对照组，让他们同时完成一项标准的双耳分听任务以及一项与手动敲击任务同时进行的双耳分听任务。在韦氏儿童智力量表中，言语和操作分量表得分无差异的学习障碍儿童，在标准测试以及用左手敲击时表现出右耳偏好，但用右手敲击时则不然，这一模式与对照组几乎相同。韦氏儿童智力量表言语得分比操作得分至少低15分的学习障碍儿童，仅在用左手敲击时表现出右耳偏好。最后，言语得分高、操作得分低的韦氏儿童智力量表剖析图的学习障碍儿童在任何条件下都未表现出耳偏好。这些结果被解释为表明这三种类型的学习障碍儿童在大脑半球功能定位上存在差异，并且受到同时进行的半球活动的促进 - 抑制效应的影响也不同。
