Hughes C A, Suritsky S K
Penn State, University Park, PA 16802.
J Learn Disabil. 1994 Jan;27(1):20-4. doi: 10.1177/002221949402700105.
The notes of 30 university students with learning disabilities (LD) and 30 nondisabled university students were compared on the number of cued and noncued information units recorded and the number and type of abbreviations used. Results showed that the university students with LD performed significantly lower on all variables. Implications for practitioners are provided and future research discussed.
对30名有学习障碍（LD）的大学生和30名无学习障碍的大学生的笔记进行了比较，比较内容包括记录的线索化和非线索化信息单元的数量以及所使用缩写的数量和类型。结果表明，有学习障碍的大学生在所有变量上的表现都显著较低。文章为从业者提供了相关启示，并讨论了未来的研究方向。
