Finlayson M A
J Clin Psychol. 1977 Jan;33(1):221-3. doi: 10.1002/1097-4679(197701)33:1+<221::aid-jclp2270330150>3.0.co;2-d.
This investigation attempted to determine whether the complexity (problem-solving component) of selected tests of the Reitan-Halstead Neuropsychological Test Battery was related to their ability to discriminate groups of brain-damaged and non-brain-damaged adults at different educational levels. Twenty tests from the Wechsler-Bellevue and the Reitan-Halstead Battery were administered to 51 brain-damaged and 51 non-brain-damaged adults at three educational levels (grade school, high school, university). Spearman rank-order correlations were obtained for the relationship of task complexity with global scores that reflected the effects of education and brain damage for each variable and with the differences between group means for each education level. The ability of these measures to discriminate the groups was correlated significantly with problem-solving level, whereas the effects of education were correlated negatively with this dimension.
本研究试图确定雷顿 - 霍尔斯特德神经心理测验组中特定测验的复杂性（问题解决部分）是否与它们区分不同教育水平的脑损伤和非脑损伤成年人组的能力相关。对三个教育水平（小学、高中、大学）的51名脑损伤成年人和51名非脑损伤成年人进行了韦克斯勒 - 贝尔维尤测验和雷顿 - 霍尔斯特德测验组中的20项测验。针对任务复杂性与反映每个变量的教育和脑损伤影响的总体分数之间的关系，以及每个教育水平的组均值之间的差异，获得了斯皮尔曼等级相关。这些测量方法区分两组的能力与问题解决水平显著相关，而教育的影响与这一维度呈负相关。
