Serial digit learning: Normative and clinical aspects
Serial digit learning: Normative and clinical aspects
复制标题
连续数字学习：规范和临床方面
DOI：
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发表时间：
1980
期刊：
影响因子：
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通讯作者：
K. Digre
中科院分区：
文献类型：
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作者：
K. D. Hamsher;A. L. Benton;K. Digre
获得了500名正常被试在12次连续数字学习中的8个或9个数字的学习成绩，并建立了与年龄、教育程度和性别有关的标准。此外，还获得了112名医院对照患者在数字广度上的表现，以制定平行的经验标准。然后比较100例大脑半球疾病患者在这两项任务中的表现。两个测试之间的分类一致性(及格或不及格)中等高(69%)，但连续数字学习是脑部疾病存在的更敏感的指标。讨论了将数字学习纳入心理状态检查的优势。
Abstract The performances of 500 normal subjects on serial digit learning (8 or 9 digits over 12 trials) were obtained and normative standards in relation to age, educational level, and sex were established. The performances of 112 hospital control patients on digit span were also obtained to develop parallel empirical standards. The performances of 100 patients with hemispheric brain disease on these two tasks were then compared. Classificatory agreement (pass or fail) between the two tests was moderately high (69%), but serial digit learning was the more sensitive index of the presence of brain disease. The advantages of including digit learning in the mental status examination are discussed.