Beers S R, Goldstein G, Katz L J
VA Medical Center, Pittsburgh, PA 15206.
J Learn Disabil. 1994 May;27(5):315-24. doi: 10.1177/002221949402700508.
College students with learning disabilities (LD) and those with a history of mild head injury (MHI) are two groups whose learning problems are not adequately addressed. We administered a comprehensive battery of neuropsychological, psychological, and academic achievement tests to college students with learning problems (LD, n = 35; MHI, n = 25) and a control group (n = 22), and completed a series of discriminant function analyses. A combination of six neuropsychological and psychoeducational test variables produced statistically significant differences among the three groups. The instruments were sensitive to LD, MHI, and the differences between them. The students with LD performed poorly on linguistically oriented psychoeducational tests, whereas the students with MHI showed cognitive deficits in visual-spatial skills and in the areas of attention, memory, and novel problem solving. Differential interventions addressing these deficits appear to be indicated.
患有学习障碍（LD）的大学生以及有轻度头部受伤（MHI）病史的大学生是两类学习问题未得到充分解决的群体。我们对有学习问题的大学生（学习障碍组，n = 35；轻度头部受伤组，n = 25）和一个对照组（n = 22）进行了一系列全面的神经心理学、心理学和学业成绩测试，并完成了一系列判别函数分析。六个神经心理学和心理教育测试变量的组合在三组之间产生了具有统计学意义的差异。这些测试工具对学习障碍、轻度头部受伤以及它们之间的差异很敏感。患有学习障碍的学生在以语言为导向的心理教育测试中表现不佳，而患有轻度头部受伤的学生在视觉空间技能以及注意力、记忆力和解决新问题方面表现出认知缺陷。针对这些缺陷的差异化干预措施似乎是必要的。
