Benson N J, Lovett M W, Kroeber C L
Erindale College, and The Hospital for Sick Children, Toronto, Canada.
J Exp Child Psychol. 1997 Mar;64(3):343-66. doi: 10.1006/jecp.1996.2342.
Two experiments were conducted to assess the specificity of training and transfer deficits in disabled readers, aged 7 to 9 years. Forty-eight children (reading disabled, age-matched normal controls, and reading-level-matched normal controls) participated in both a reading and a nonreading (music) acquisition paradigm. Children received instruction in grapheme-phoneme and symbol-note correspondence patterns, respectively. Posttraining tests (one day and one week) following rule training compared performance on trained exemplar items with performance on untrained transfer items. Results revealed that normal readers were able to transfer their rule knowledge in both the reading and nonreading (music) acquisition paradigms, while disabled readers were proficient only in the music task, and thus demonstrated transfer deficits specific to learning printed language. Transfer was optimally facilitated for all readers when training procedures included not only presentation of exemplars, but also cues for rule derivation and explicit statement of pattern invariances.
进行了两项实验，以评估7至9岁阅读障碍儿童训练和迁移缺陷的特异性。48名儿童（阅读障碍儿童、年龄匹配的正常对照组儿童和阅读水平匹配的正常对照组儿童）参与了阅读和非阅读（音乐）习得范式。儿童分别接受了关于音素对应模式和符号音符对应模式的指导。在规则训练后的训练后测试（一天和一周）中，将训练示例项目的表现与未训练迁移项目的表现进行了比较。结果显示，正常读者能够在阅读和非阅读（音乐）习得范式中迁移他们的规则知识，而阅读障碍读者仅在音乐任务中表现熟练，因此表现出特定于学习印刷语言的迁移缺陷。当训练程序不仅包括示例的呈现，还包括规则推导的线索和模式不变性的明确陈述时，所有读者的迁移都得到了最佳促进。
