Gow L, Ward J
Percept Mot Skills. 1980 Feb;50(1):107-16. doi: 10.2466/pms.1980.50.1.107.
This study investigated the effects of modification of conceptual tempo on the skilled performance of a group of mildly intellectually handicapped adolescents receiving training in a work preparation centre (N, 41). On the basis of performance on Kagan's Matching Familiar Figures Test the group was divided into two subgroups, reflective, impulsive and then further divided through random allocation to control and experimental conditions. The two experimental groups received a training program designed to promote self-generation of strategies, using self-verbalization to induce a more reflective approach. The control groups received the normal training program of the centre. The criterion measure taken at pre- and posttest was a collation task standardized so as to provoke response uncertainty. Analysis of residual gain scores derived from the two testing occasions indicated that the experimental groups improved significantly more than the controls and that the improvement generalized to their performance on the Porteus Maze and Matching Familiar Figures Test. Contrary to expectation, however, the effect of training did not bring about significant differential improvement for impulsive as against reflective subjects. Both benefited from the training. On the basis of delayed posttests, no generalization was apparent.
本研究调查了概念节奏改变对一组在工作准备中心接受培训的轻度智力障碍青少年熟练表现的影响（N = 41）。根据在卡根匹配熟悉图形测验中的表现，该组被分为两个亚组，即反思型和冲动型，然后通过随机分配进一步分为控制组和实验组。两个实验组接受了一个旨在促进策略自我生成的培训项目，使用自我言语化来诱导更具反思性的方法。控制组接受中心的常规培训项目。在测试前和测试后进行的标准测量是一项经过标准化处理以引发反应不确定性的整理任务。对两次测试得出的残差增益分数的分析表明，实验组的改善显著大于控制组，并且这种改善推广到了他们在波特斯迷宫测验和匹配熟悉图形测验中的表现。然而，与预期相反，培训效果并未在冲动型受试者和反思型受试者之间带来显著的差异改善。两者都从培训中受益。根据延迟后的测试，没有明显的推广效果。
