Conte R, Andrews J
Learning Centre, Calgary, Alberta.
J Learn Disabil. 1993 Mar;26(3):146-53; discussion 154-8. doi: 10.1177/002221949302600301.
In this article we review the evidence on the status of a social skills deficit as a learning disability (LD) by examining social skills deficits in the context of learning disability definitions. For the most part, social skills deficits fall within the terms that are specified in the definitions; that is, when there is evidence of neurological involvement, social skills deficit as a learning disability is consistent with the focus on listening and speaking that is characteristic of most definitions of learning disabilities. We also conclude that the absence of limiting conditions in extant definitions of learning disabilities makes it difficult to exclude any particular skill or type of knowledge from falling within the bounds of the definitions. Furthermore, we argue that the critical issue centers on the reformulation of the definition of learning disabilities. We suggest two directions in future work: First, the term "learning disability" should be limited to intentional learning contexts. Acceptance of this limitation would clarify at least some of the confusion regarding the domain of learning disabilities. Second, learning disability definitions should become more responsive to recent research on the nature of learning.
在本文中，我们通过在学习障碍定义的背景下审视社交技能缺陷，来回顾有关社交技能缺陷作为一种学习障碍（LD）的证据。在很大程度上，社交技能缺陷符合定义中所规定的条件；也就是说，当有神经学方面参与的证据时，社交技能缺陷作为一种学习障碍与大多数学习障碍定义中对听力和口语的关注是一致的。我们还得出结论，现有学习障碍定义中缺乏限制条件，使得难以排除任何特定技能或知识类型不属于定义范围。此外，我们认为关键问题集中在学习障碍定义的重新表述上。我们在未来的工作中提出两个方向：第一，“学习障碍”一词应限于有意学习的情境。接受这一限制至少会澄清一些关于学习障碍领域的困惑。第二，学习障碍定义应更能回应最近关于学习本质的研究。
