Hypothesis-testing abilities of language-impaired children.
Hypothesis-testing abilities of language-impaired children.
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语言障碍儿童的假设检验能力。
DOI：
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发表时间：
1991
期刊：
影响因子：
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通讯作者：
S. E. Weismer
中科院分区：
文献类型：
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作者：
S. E. Weismer
假设检验能力的评估采用了纳尔逊、卡姆希和阿佩尔（1987）所采用的辨别学习范式的修改，该范式旨在最大限度地减少任务的短期记忆需求。16名语言障碍儿童和16名正常语言儿童在幼儿园和一年级和二年级参加了这项研究。在认知水平上，语言障碍儿童解决的问题明显少于语言正常儿童，但两组儿童使用相似的假设类型来解决问题。在假设检验任务中提供的口头反馈类型（显性与非显性）并没有显着影响两组的表现。这些结果被解释为表明，语言障碍儿童表现出低效的使用解决问题的策略，不能仅仅归因于记忆困难。围绕语言障碍儿童的认知能力的调查问题进行了讨论。
Hypothesis-testing abilities were assessed using a modification of the discrimination-learning paradigm employed by Nelson, Kamhi, and Apel (1987) that was designed to minimize the short-term memory demands of the task. Sixteen language-impaired and 16 normal-language children in kindergarten and first and second grades participated in the study. The language-impaired children solved significantly fewer problems than normal-language controls equated on cognitive level, but the two groups used similar hypothesis types to solve the problems. Type of verbal feedback provided during the hypothesis testing task (explicit vs. nonexplicit) did not significantly affect the performance of either group. These results are interpreted as indicating that language-impaired children demonstrate inefficient use of problem-solving strategies that cannot be attributed solely to memory difficulties. Issues surrounding the investigation of language-impaired children's cognitive abilities are discussed.
语言障碍儿童的维度思维。
DOI：
10.1044/jshr.3201.33
发表时间：
1989
期刊：
Journal of speech and hearing research
影响因子：
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作者：
Johnston,JR;Smith,LB
通讯作者：
Smith,LB
重新审视语言障碍儿童和正常儿童的一些非语言感知能力作为年龄和感觉方式的函数。
DOI：
10.1044/jshr.2403.351
发表时间：
1981
期刊：
Journal of speech and hearing research
影响因子：
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作者：
Tallal,P;Stark,R;Kallman,C;Mellits,D
通讯作者：
Mellits,D