Richman L C, Lindgren S D
J Abnorm Child Psychol. 1980 Mar;8(1):65-81. doi: 10.1007/BF00918162.
Patterns of intellectual ability were examined in 81 children with verbal deficits identified by a Low Verbal/High Performance WISC profile. The results of verbal and nonverbal tests of intellectual functioning were factor-analyzed, and three groups of children were defined based on patterns of factor scores. Group 1 consisted of children with a Specific Language Disability (SLD) but good Abstract Reasoning ability, while Group 2 included SLD children with good Sequencing-Memory skills. Group 3 children displayed a General Language Disability (GLD) with deficits in both abstract reasoning and sequencing memory. The intellectual patterns were related to cognitive interpretations and found to have educational implications, with Group 1 children reading adequately, Group 2 children showing somewhat poorer reading skills, and Group 3 children reading very poorly. These findings emphasize the importance of identifying subgroups of children with verbal deficits and demonstrate the feasibility of extracting relatively specific cognitive information from global measures of intelligence. The results question the appropriateness of applying traditional assumptions regarding cognitive organization derived from studies of normal children to atypical groups of children.
对81名通过低语言能力/高表现韦氏儿童智力量表剖面图确定存在语言缺陷的儿童的智力模式进行了研究。对智力功能的语言和非语言测试结果进行了因子分析，并根据因子得分模式定义了三组儿童。第一组由患有特定语言障碍（SLD）但抽象推理能力良好的儿童组成，而第二组包括具有良好序列记忆技能的SLD儿童。第三组儿童表现出一般性语言障碍（GLD），在抽象推理和序列记忆方面均有缺陷。这些智力模式与认知解释相关，并发现具有教育意义，第一组儿童阅读能力足够，第二组儿童阅读技能稍差，第三组儿童阅读能力非常差。这些发现强调了识别语言缺陷儿童亚组的重要性，并证明了从整体智力测量中提取相对特定认知信息的可行性。结果对将从正常儿童研究中得出的关于认知组织的传统假设应用于非典型儿童群体的适当性提出了质疑。
