Memory for Objects and Faces by the Mentally Retarded and Nonretarded

Visual recognition skills of 26 mentally retarded high school students were compared with the skills of two groups of nonretarded students. All groups were taught to recognize 32 target faces and objects and were retested 1 week, 1 month, and 2 months later. The counterintuitive findings were that there were no significant differences between the retarded and nonretarded groups in memory for faces on any of the retest trials. All groups remembered faces significantly better than they did objects and remembered more of the pictures at 1 week than they did at 1 month or at 2 months. There was no significant loss over time in memory for faces. Relative to nonretarded subjects, the retarded subjects exhibited deficits in encoding and remembering objects but showed no such deficits in encoding and remembering faces. The results suggest that different configurational features may be used to encode objects as opposed to faces.     

The Ability to Encode Facial and Emotional Expressions by Educable Mentally Retarded and Nonretarded Children

The object of the present study was to investigate whether 20 educable mentally retarded (EMR) children matched for verbal mental age on the Peabody Picture Vocabulary Test (PPVT; Dunn, 1965) with 20 nonretarded (NR) controls were adept in identifying emotional facial expressions and producing the equivalent word adjectives. I also reassessed the relationship between the phase of identifying facial expressions (i.e., happy, sad, angry, and scared) and the phase of producing emotional word adjectives, consisting of 16 emotional linguistic constructions (4 short stories for each of the adjectives) between higher in verbal ability educable mentally retarded (HEMR) children and higher in verbal ability nonretarded controls (HNRC) and between low in verbal ability educable mentally retarded (LEMR) children and low in verbal ability nonretarded controls (LNRC). There were no significant differences between EMR and NR children in general, despite the fact that EMR children had deficits in receptive linguistic competence.     

弱智儿童语言障碍调查研究

本研究从学前儿童常用的词汇及句法的理解和表达两个方面对 7至8岁的轻度、中度、重度共 85名弱智儿童的语言障碍作系统的调查 ,结果显示 :各组弱智儿童在语言的理解方面普遍比表达要好 ,并且在那些与日常生活联系较密切的词汇上作业成绩相对较好 ;不同智残程度的弱智儿童在语言障碍的具体表现上有不同的特点。     

Cognitive Tempo in Educable Mentally Retarded Children

The present study investigated the relationship of time and errors on the Matching Familiar Figures test to the mental age of 40 Caucasian male, educable mentally retarded (EMR) children. The children, who ranged in age from six to 18 years, had intelligence test scores of less than 80, were exhibiting problems in adaptive behavior, and were all receiving special education services. An ANOVA revealed that with increasing mental age, elapsed time to first response increased and errors decreased, thus indicating a mental age developmental decrease in impulsivity. For all subjects, time was inversely related to errors. The data suggest that the development of cognitive tempo in EMR children parallels that of nonhandicapped children.     

弱智儿童视觉图形辨认的实验研究

本研究探讨了不同智商水平的弱智儿童的视觉图形辨认能力的差异,并与同龄正常儿童作了比较。结果表明,智商在31-51,平均智商为41.6,均龄为11.7岁的弱智儿童,在图形以0.05秒速度的呈现条件下,平均辨认正确率为21.4%;在以0.01秒速度呈现的条件下,平均正确率为20.7%。智商在55-75,平均智商为62.0,均龄为10.2岁的弱智儿童,图形以0.05秒速度呈现时,平均辨认正确率为48.5%;在以0.01秒速度呈现时,平均正确率为45.0%。与同均龄的正常儿童比较,无论在哪一种呈现速度条件下,对图形辨认正确率均明显低于正常儿童。     

Kidney Transplants From Young Children and the Mentally Retarded

Kidney donation by young children and the mentally retarded has been supported by court decisions, arguments based on obligations inherent in family relationships, an array of contextual factors, and the principle of beneficence. These justifications for taking organs from people who cannot protect themselves are problematic and must be weighed against our obligation to protect the vulnerable. A compromise solution is presented that strongly protects young children and the mentally retarded but does not abdicate all responsibility to relieve suffering. Guidelines are proposed that prohibit the retrieval of kidneys from young children and the mentally retarded but permit one exception. They would allow retrieval of a kidney when the consequence to a first order relative with whom the donor has a meaningful and valuable relationship is otherwise imminent death. This would be done in accordance with additional guidelines that minimize harm to the donor. Since most patients with end stage renal disease can be maintained on dialysis the need for a kidney to prevent death should be an uncommon occurrence. This compromise is proposed as a solution to a dilemma that exists because two ethical principles are in conflict and one cannot be honored without violating the other.     

Identifying the Counseling Needs of the Siblings of Mentally Retarded Children

The needs of the siblings of mentally retarded children are often overlooked. This article explores those needs and encourages the development of programs to meet them     

弱智儿童对词汇理解的研究

以上海市88名学前—3年级的弱智儿童为对象,以PPVT—R为材料,研究弱智儿童对于名词、动词、形容词以及词组的理解情况。结果发现：弱智儿童的智力水平与词汇理解能力有显著的相关;弱智儿童的年级水平与词汇理解能力有十分显著的相关,教育对于弱智儿童的词汇理解能力的发展有重要作用。     

智障儿童空间参考框架的选择

采用Levinson的旋转实验,考察了智障儿童在空间任务中参考框架的选择。结果发现:(1)在非言语的空间操作任务中,智障儿童倾向于选择以观察者为中心的相对参考框架;(2)智障儿童的空间参考框架的选择倾向主要由他们的认知能力、语言能力、自我中心倾向以及习惯空间术语的影响导致。     

智力落后儿童听觉注意的稳定性研究

本研究通过对智力落后儿童和正常儿童听觉注意稳定性的比较研究,探索智力落后儿童听觉注意稳定性的特点及影响因素。结果表明:4岁智龄组智力落后儿童听觉注意稳定性较弱,低于或等于同智龄组正常儿童水平。智力落后儿童慢速和快速情境下的注意稳定性高于中速。信噪比也影响注意的稳定性,信噪比越低,注意稳定性越差。频率因素对智力落后儿童的影响不显著。     

Conceptual Organization and Memory in Nonretarded,Mildly Retarded,and Moderately Retarded Adults

Moderately retarded, mildly retarded, and nonretarded adults learned a list of 12 items from three categories to a criterion of 75% correct recall in a freerecall learning paradigm. Retention was measured 1 week later. The moderately retarded took more trials and had lower retention and clustering scores than the others. The mildly retarded took more trials and had lower retention than the nonretarded. The results violate Murdock's total time hypothesis (Cooper & Pantle, 1967) but support Mandler's (1967) contention that learning is enhanced by the mental capacity for organization.     

中重度弱智儿童词汇表达的研究

中重度弱智儿童普遍存在不同程度的语言发展方面的问题,他们获得第—个词的时间通常是24—30个月,到四岁时。才开始出现较多的、有意义的词;弱智儿童的词汇量相当有限,而且词汇的累积和增加非常缓慢,使用的词类也不全面。国外的研究者对于弱智儿童词汇发展的研究主要形成了两种观点：其—是弱智儿童与相同智龄的正常儿童相比,在词汇表达和理解方面都要落后;其二是智龄可以预测弱智儿童词汇发展的能力。     

智力落后儿童词汇语义记忆组织的实验研究

本研究采用类别概念例举法．对49名轻度智力落后儿童和49名智龄匹配的正常儿童以及22名实龄匹配的中度智力落后儿童进行了实验研究,旨在比较这三类儿童的心理词典中词的语义储存的区别。研究表明,轻度智力落后儿童与正常儿童的心理词典中词的语义储存有类似的组织结构．但在储存信息的数量上存在明显差异。轻度智力落后儿童的心理词典中储存同的组织较为松散,而且混杂了一些错误的信息;中度智力落后儿童储存有污的组织则更加松散,错误信息也更多,总之,正常儿童的心理词典中词的语义边界清晰,而智力落后儿童的语义边界模糊。     

Conservation of Weight with the Mentally Retarded

Institutionalized retardates (N = 54), Public School retardates (N = 65), and a group of normal subjects (N = 112) were compared at several mental age levels on three conservation of weight tasks. The functioning of normal subjects was higher at each mental age level. An analysis of covariance was performed on the number of correct responses on the three tasks, covarying mental age, and not including any normal subjects above 13 years 11 months in mental age (N = 82). Normal subjects conserved significantly more often than either retardate group in the covariance analysis also.     

Intra-Individual Variability of Normal and Educable Mentally Retarded Children on a Coincidence Timing Task

A visual coincidence timing task was used to compare the level of performance (constant error) and the intra-individual variability of 100 normal and 100 educable mentally retarded children. The mean performance of the intellectually normal children on this task was significantly superior to that of the retarded children, and the intra-individual variability of the latter was significantly greater than that of the former. The hypothesis that high intra-individual variability and depressed level of performance are closely associated was not supported.     

弱智儿童与正常儿童触觉长度知觉的对比研究

1　前言研究资料表明 ,弱智儿童动作笨拙 ,对动作的理解与模仿能力低于正常儿童 ;抓物时常常双手并用 ,右利手表现不突出 ;语言能力差 ,进步缓慢 ;他们的记忆力与正常儿童存在很大差别。　　本实验研究弱智儿童触觉长度知觉能力 ,并探讨他们该种能力低于正常儿童的脑功能基础。2　研究方法被试中的弱智儿童来自开封市两所弱智儿童学校 ,有效被试 3 5名 ,平均年龄 1 2 9岁 (最大年龄 1 5岁 ,最小年龄 1 0岁 ) ,平均智商 56 9。正常儿童来自河南大学附属小学和附属中学 ,共 3 5名 ,平均年龄 1 2 6岁。两组被试中的男女性别比例均接近对半。…     

健康儿童与问题儿童父母教养方式结构的比较研究

本研究以生态系统理论为指导,分别运用差异模式、因素分析比较和结构模式比较三种方法,对健康组与问题组儿童的父母教养方式进行了比较分析。不但发现两组父母教养方式在诸多因子上存在显着差异,还发现两组父母的教养方式有着十分不同的结构模式特点。这对于深入认识父母教养方式影响儿童心理发展的可能机制具有重要的启迪意义。