学习障碍儿童的认知发展与大脑半球功能偏侧化
Cognitive development and cerebral lateralization in children with learning disabilities.
作者信息
Obrzut J E, Hynd G W
出版信息
Int J Neurosci. 1981;14(3-4):139-45. doi: 10.3109/00207458108985826.
Basic assumptions related to research with learning disabled children are critically examined as they pertain to conceptual models of the relationship between cerebral lateralization and cognitive development. Based on this review, it seems that some assumptions regarding the relationship between cerebral lateralization and cognitive development among learning disabled children are without strong empirical support. Consequently, researchers in this area need to be particularly aware of underlying assumptions related to their research and may need to discuss their results from a more current perspective.
与学习障碍儿童研究相关的基本假设，在涉及大脑半球侧化与认知发展关系的概念模型时受到了批判性审视。基于这一综述，似乎一些关于学习障碍儿童大脑半球侧化与认知发展关系的假设缺乏有力的实证支持。因此，该领域的研究人员需要特别注意与其研究相关的潜在假设，并且可能需要从更现代的角度来讨论他们的研究结果。
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