Lee C P, Obrzut J E
Department of Special Education and Rehabilitation, University of Arizona.
J Learn Disabil. 1994 Aug-Sep;27(7):454-62. doi: 10.1177/002221949402700705.
This study investigated taxonomic clustering and use of frequency associations as features in the semantic memory development of children with learning disabilities (LD). Free-recall organization of second- and sixth-grade children with and without LD was analyzed for two types of primary and secondary word lists: (a) items associated with frequency (FA), and (b) items related by category members (CM). In contrast to expected findings, younger, non-disabled children organized words categorically as proficiently as their older nondisabled peers, and the categorization abilities of children with LD were comparable to those of nondisabled subjects, with one exception: Subjects with LD showed less clustering for secondary FA. These results indicate that when individual child-generated word lists (i.e., meaningful and familiar words) are used, children with LD may not be impaired in their ability to recognize and utilize semantic structure to facilitate learning.
本研究调查了分类聚类以及将频率关联作为特征在学习障碍（LD）儿童语义记忆发展中的情况。分析了有学习障碍和无学习障碍的二年级和六年级儿童对两种主要和次要单词列表的自由回忆组织情况：（a）与频率相关的项目（FA），以及（b）按类别成员相关的项目（CM）。与预期结果相反，年幼的非残疾儿童在分类组织单词方面与年龄较大的非残疾同龄人一样熟练，并且有学习障碍儿童的分类能力与非残疾受试者相当，但有一个例外：有学习障碍的受试者在次要FA方面的聚类较少。这些结果表明，当使用个体儿童生成的单词列表（即有意义且熟悉的单词）时，有学习障碍的儿童在识别和利用语义结构以促进学习的能力方面可能没有受损。
