A computerized system for training workers in the diagnosis and remedial teaching of children with cognitive development problems

主程序是用麦金塔的hyper卡构建的。该程序一个接一个地提供软信号，要求学生在每次呈现软信号后对多动症、智力迟钝、自闭症和学习障碍进行概率诊断。本研究的主要成果是一个计算机辅助教学程序，用于培养研究生和教育从业者诊断学习障碍（不同于智力迟钝、多动和自闭症）。作为研究的基础，从数据库中收集了120例明确的学习障碍病例的完整数据。所有病例均接受持续观察。根据该数据库信息和专家意见，列出了从婴儿期开始不同年龄阶段的学习障碍软迹象。作为反馈。随着出现的软症状的积累，专家的诊断集中在一个最可能的类别上。通过这种方式，学生通过体验学习不同符号的差分权重。虽然在这个阶段无法提供数值效度数据，但这个项目在训练学生更像专家一样判断方面是有效的。

The principal program was constructed with Macintosh hyper card.The program provides the soft-signs one by one, requests students to give probabilistic diagnosis for each of hyper-activity, mental retardation, autism and learning disability following each presentation of a soft sign. Then the probability distribution of experts' judgment is shown The principal outcome of this study is a computer assisted instruction program which trains graduate students and education alpractitioners in diagnosing learning disability differentiated from mental retardation, hyper-activity and autism.As the basis of study, the complete data of 120 clear cases of learning disability were collected to from a data base. All those cases were subjected to continuous observation.Based in this data base information and experts' opinion, the soft signs of learning disability were listed for different age-levels from infancy. as a feed back. As preseanted soft symptoms accumulate, the experts diagnosis converge upon a most probable category.In this way, the student learn the differential weightings different signs through experience.Although numerical validity data cannot be provided at this stage, this program was effective in training students to judge more like experts.