Boersma F J, Wilton K M
Am J Ment Defic. 1976 May;80(6):636-43.
Thirty mildly retarded elementary-school children, 15 of whom had received perceptual/attentional training, were tested on four Piagetian conservation tasks (number, length, and continuous quantity solid/liquid) presented on 16 mm movie film with taped instructions. Eye movements were recorded during the response period for each task. Subsequent analyses of eye-movement patterns showed clear differences between the training and control groups. Trained conservers showed more visual exploratory activity and less perceptual centration than control group subjects. Moreover the eye-movement patterns of trained conservers closely approximated those shown by natural (i.e., untrained) retarded conservers in a previous study. The findings were discussed in terms of possible cognitive structural changes resulting from training and possible cognitive structural differences between mildly retarded and nonretarded children.
30名轻度智障的小学生，其中15名接受了感知/注意力训练，他们在四个皮亚杰守恒任务（数量、长度、连续量固体/液体）上接受测试，这些任务通过16毫米电影胶片呈现，并配有录音说明。在每个任务的反应期记录眼动情况。随后对眼动模式的分析显示，训练组和对照组之间存在明显差异。与对照组受试者相比，经过训练的守恒者表现出更多的视觉探索活动和更少的感知集中。此外，在之前的一项研究中，经过训练的守恒者的眼动模式与自然（即未受过训练）的智障守恒者的眼动模式非常相似。研究结果从训练可能导致的认知结构变化以及轻度智障儿童和非智障儿童之间可能存在的认知结构差异方面进行了讨论。
