Belmont J M, Ferretti R P, Mitchell D W
Am J Ment Defic. 1982 Sep;87(2):197-210.
Forty untrained mildly mentally retarded and 32 untrained nonretarded junior high school students were given eight trails of practice on a self-paced memory problem with lists of letters or words. For each trail a new list was presented, requiring ordered recall of terminal list items followed by ordered recall of initial items. Subgroups of solvers and nonsolvers were identified at each IQ level by a criterion of strict recall accuracy. Direct measures of mnemonic activity showed that over trails, solvers at both IQ levels increasingly fit a theoretically ideal memorization method. At neither IQ level did nonsolvers show similar inventions. On early trials, for both IQ levels, fit to the ideal method was uncorrelated with recall accuracy. On late trials fit and recall were highly correlated at each IQ level and across levels. The results support a problem-solving theory of individual differences in retarded and nonretarded children's memory performances.
40名未经训练的轻度智力迟钝初中生和32名未经训练的智力正常初中生，就字母或单词列表的自定进度记忆问题进行了八次练习。每次练习都呈现一个新列表，要求按顺序回忆列表末尾的项目，然后按顺序回忆开头的项目。通过严格的回忆准确性标准，在每个智商水平上确定了解题者和非解题者亚组。记忆活动的直接测量表明，在多次练习中，两个智商水平的解题者都越来越符合理论上理想的记忆方法。两个智商水平的非解题者都没有表现出类似的倾向。在早期练习中，两个智商水平的受试者与理想方法的契合度与回忆准确性均无关联。在后期练习中，每个智商水平以及不同智商水平之间，契合度与回忆都高度相关。研究结果支持了一种关于智力迟钝和非智力迟钝儿童记忆表现个体差异的问题解决理论。
