Pihl R O, Vrana F, Nagy K A
J Genet Psychol. 1982 Mar;140(1st Half):97-105. doi: 10.1080/00221325.1982.10534178.
Learning disabled (N = 45) and non-learning disabled (N = 39) third and fourth grade boys and girls were compared in four paired-associate situations. The situations respectively measured learning, memory, exemplar learning, and transfer. Intelligence was measured with the WISC-R. The data were nonnormal in distribution, and the results were thus analyzed parametrically for intelligence and group. What appears to be an interaction occurred. Intelligence facilitated performance for normals on the memory task but had a deleterious effect for the learning disabled Ss. The learning disabled high intelligence group, however, performed significantly better than the other groups on the exemplar and transfer tasks. These findings are discussed in terms of conceptualizations of learning disability and the nature of intervention strategies. In addition, concern is raised for the validity for research with these children where the IQ factor is ignored or covaried and not directly investigated.
对45名学习障碍和39名非学习障碍的三、四年级男女生在四种配对联想情境下进行了比较。这些情境分别测量学习、记忆、范例学习和迁移。使用韦氏儿童智力量表修订版（WISC-R）测量智力。数据分布呈非正态，因此对智力和组别进行了参数分析。似乎出现了一种交互作用。智力促进了正常儿童在记忆任务上的表现，但对学习障碍学生有有害影响。然而，学习障碍高智商组在范例和迁移任务上的表现明显优于其他组。根据学习障碍的概念化和干预策略的性质对这些发现进行了讨论。此外，对于在忽视或协变智商因素而未直接调查的情况下对这些儿童进行的研究的有效性提出了关注。
