Swanson L
J Abnorm Child Psychol. 1981 Dec;9(4):507-16. doi: 10.1007/BF00917799.
Using a modified reception paradigm, normal and learning-disabled children were required to solve unidimensional, disjunctive, or conditional connectives under standard attending or enforced attending instructions. The major result was that enforced attending procedures facilitated solution of disjunctive and conditional concepts for normal children, while having minimal effects on rule attainment for the disabled. Within Sternberg's (1979) model, a number of subcomponent analyses were made on attribute combinations (e.g., TT, TF...), but only in the FF instance was there a difference between instructional conditions. Disabled were deficient in TT, TF, FF instances regardless of attending instructions. Results support a "reductive coding deficiency" in that learning-disabled children were unable to effectively utilize attentional instructions to encode certain attribute combinations.
采用一种改进的接受范式，要求正常儿童和学习障碍儿童在标准注意或强制注意指令下解决一维、析取或条件连接词问题。主要结果是，强制注意程序促进了正常儿童对析取和条件概念的解决，而对残疾儿童的规则获得影响最小。在斯滕伯格（1979）的模型中，对属性组合（如TT、TF……）进行了一些子成分分析，但只有在FF实例中，教学条件之间才存在差异。无论注意指令如何，残疾儿童在TT、TF、FF实例中都存在缺陷。结果支持了“还原编码缺陷”，即学习障碍儿童无法有效利用注意指令对某些属性组合进行编码。
