AVOM测试：一种评估9-11岁儿童认知功能的多模态方法
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"这篇文章是关于一项名为AVOM(Auditory-Visual-Oral-Manual)的智力测试模型，由Robert w. Wildman和Luciano L'Abate在乔治亚州立大学开发。AVOM测试旨在解决传统心理测量方法的局限性，这些方法通常只能提供一个单一的分数来评估个体的智力能力，而无法揭示特定的认知缺陷或提供补救策略。"
AVOM测试的独特之处在于它关注两个输入通道——听觉和视觉，以及两个输出通道——口头和手动。这种多模态设计允许对认知功能进行更全面的评估，因为它能够检测不同感官通道和反应方式下的表现。在一项涉及超过200名小学生的实验中，AVOM测试的结果显示出随着年龄的增长，得分呈现上升趋势，这进一步证实了该测试的潜在效用。
论文的核心目标是介绍一种针对9至11岁儿童的年龄限制性、与感知模式相关的认知功能度量标准。这个度量标准直接基于L'Abate最初提出的信息处理心理诊断模型构建，该模型可能有助于更精确地识别和理解儿童的认知特点和潜在问题。
通过对AVOM测试的分析，研究人员可以观察到不同年龄段的儿童在各种认知任务中的表现差异，这将有助于教育工作者和心理学家定制适合个体的干预措施。例如，如果一个孩子在视觉输入任务上表现不佳，但口头输出能力强，那么可能需要重点提升其视觉处理技能，同时利用其语言优势进行教学。
此外，AVOM测试的多维度评估方法还可以为特殊教育领域提供有价值的工具，帮助识别学习障碍并制定个性化的教育计划。通过这种方式，AVOM测试不仅提供了一个量化智力的手段，还为识别和解决具体认知问题提供了实用的指导。
AVOM测试代表了一种创新的智力评估方法，它超越了传统单一分数的评估方式，强调了不同感知通道和年龄因素在认知发展中的作用。这一研究对于深入理解儿童的认知发展，以及设计更有效的教育干预策略具有重要意义。
THE AVOM
:
A MODEL-DERIVED, AGE-LIMITED, AND
MODALITY-RELATED TEST OF INTELLECTUAL FUNCTIONING'
ROBERT
w.
WILDMAN,
II~
AND
LUCIANO L'ABATE
Georgia
State
Unwmsity
The ment statue of intellectual assessment is reviewed. Traditional psycho-
metric techniques are criticized for yielding only a single score that
purportg
to
measure the individual's intellectual ability. Such a unified score gives
no
indication
of
what specific deficit
is
present,
nor
does
it
suggest a strategy
for remediation. The AVOM Test
is
presented
as
a potentially useful device.
This
experimental
test
measures performance in two input channels, auditory
and
visual,
and
two
output channels,
oral
and manual. AVOM was
sdminis-
tered
to
over
200
elementary school students. Scores increased with age, and
the other
results
were supportive
of
the potential utility of the device.
The purpose of this paper is to present an age-limited
(9-10-11
years), modality-
related (Auditory-Visual-Oral-Manual) measure
of
cognitive functioning that was
finally constructed to
test
directly a psgchodiagnostic model based on information
processing proposed originally by L'Abate
(1969).
Early tests
of
this
model were
made by a hodgepodge of already existing techniques (L'Abate,
1971)
that were
indirectly and unsatisfactorily related to the model itself. On the basis
of
these
unclear and unsatisfactory results,
it
becomes important to construct
a
model-
derived test that would directly test its validity.
There are several problems with existing theories of intelligence (Guilford,
1956;
Spearman,
1904;
Thurstone,
1938).
First
of
all, no single theory can account
for
all
of the data concerning intellectual abilities. Secondly, and most importantly,
tests derived from these theories are
of
little
or
no utility in specifying rehabilitative
techniques that are appropriate for various intellective deficiencies. Bateman
(1963)
listed
a
number
of
very convincing reasons
for
her conclusion that the
use of a single
I&
score, the usual outcome
of
traditional psychometric devices,
is inadequate
for
specifying the appropriate rehabilitation techniques. She cited
a
case study in which
a
child was found
to
be deficient in the reception of visual
stimuli and in motor expression. Substantial improvements in the child's func-
tioning were observed following specific tutoring in these problem areas. Obviously,
a unitary
I&
measure could not have yielded this valuable information.
A
great
deal of concern among intelligence researchers has been devoted to
the presence of
a
general factor and to the verbal-nonverbal distinction.
As
un-
deniably important
as
both areas may be
(or
have been), we submit instead that a
much more important distinction has been neglected by investigators and clinicians
alike (Cancro,
1971;
Eysenck,
1973;
Hunt,
1972;
Riegel,
1973;
Sattler,
1975),
and
that is: the reception, recognition
or
input, and decoding vs. expression, cncoding,
and performance that has received much more attention from linguists (Chomski,
1Ap reciation
is
extended to the
officials
of
the Atlanta Public School System for their
mopera-
tion
wig
this
study,
as
well
as
to
the student0 who helped
us
with the collection and scoring of the
&a,
especially Janet Campbell, Bpnnie
Hugh-,
Frances Lints,
&on
Matice! and Nancy
Rem-
bold.
The
principal of Margtwet atchell School deserve3
our
appreaahon for
huJ
help and encour-
agement.
University, University Plaza, Atlanta,
GA
30303.
'NOW
8t
Rsdford
College, Radford, VA
24141.
%quests for reprints should be sent
to
the second author, Psychologv Dept., Georgia State
408
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