Blackman L S, Bilsky L H, Mar H
Am J Ment Defic. 1976 Sep;81(2):125-34.
Twelve cognitive process variables were investigated as predictors of reading and arithmetic achievement and studied for internal structure, with 115 EMR adolescent subjects. Stepwise regression and factor analyses were employed to study prediction and structure, respectively. Memory variables were the most important predictors of reading. They were also involved in arithmetic but to a lesser extent. The data suggested that the ability to generate and utilize strategies facilitating the recall of unstructured material as well as the capacity to be sensitive to strategy-relevant structure embedded in stimuli were important prerequisites for the acquisition of reading skills. An oddity task, measuring the ability to maintain the same relational focus for successive applications to new stimulus material, was found to be most pertinent for predicting arithmetic computational skills.
研究了12个认知过程变量作为阅读和算术成绩的预测指标，并对其内部结构进行了研究，共有115名学习障碍青少年受试者参与。分别采用逐步回归和因子分析来研究预测和结构。记忆变量是阅读最重要的预测指标。它们也与算术有关，但程度较轻。数据表明，生成和运用有助于回忆无结构材料的策略的能力，以及对刺激中嵌入的与策略相关的结构保持敏感的能力，是获得阅读技能的重要前提。一项异常任务，用于测量对连续应用于新刺激材料保持相同关系焦点的能力，被发现对预测算术计算技能最为相关。
