Das J P, Cummins J
Am J Ment Defic. 1978 Sep;83(2):197-9.
The present study investigated the extent to which simultaneous and successive processing were related both to academic achievement and Verbal and Performance IQs in EMR adolescents. Simultaneous processing involves the integration of individual stimuli into quasi-spatial groups, whereas successive processing integrates individual stimuli into temporally organized successive series. Simultaneous processing was significantly related to WRAT arithmetic and WISC Performance IQ, whereas successive processing was involved in WRAT spelling and WRAT oral reading and negatively related to WISC Performance IQ. Silent reading and WISC Verbal IQ were related to neither processing strategy. These findings were considered in the broader context of the processing demands underlying decoding and comprehension skills in different subject populations.
本研究调查了同时性加工和继时性加工与阅读障碍青少年的学业成绩、言语智商和操作智商之间的关联程度。同时性加工是指将个体刺激整合为准空间组，而继时性加工则是将个体刺激整合为时间上有组织的连续序列。同时性加工与WRAT算术测验和韦氏儿童智力量表操作智商显著相关，而继时性加工则与WRAT拼写测验和WRAT口头阅读有关，且与韦氏儿童智力量表操作智商呈负相关。默读和韦氏儿童智力量表言语智商与这两种加工策略均无关联。这些发现是在不同学科群体中解码和理解技能所依据的加工需求这一更广泛背景下进行考量的。
