CAK-C概念评估套件的项目分析：教育心智障碍儿童
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"这篇论文‘Item analyses of the concept assessment kit-conservation for educable mentally retarded children’发表在《Psychology in the Schools》1981年的期刊上，由A. B. Silverstein, Linda Brownlee和Greg Legutki撰写，研究团队隶属于MRRC-Lanterman State Hospital Research Group，位于UCLA School of Medicine。文章主要对CAK-C（概念评估工具-守恒）进行了深入的项目分析，研究对象是155名可教育的精神障碍儿童。”
在这篇学术论文中，作者们进行了多项CAK-C的项目分析，该工具用于评估可教育精神障碍儿童的守恒概念。他们发现，儿童对不同任务的正确反应概率存在显著差异，并且这些任务的难度顺序与非精神障碍儿童的情况相似。这意味着尽管儿童的认知能力可能受限，但他们在理解某些概念时的困难程度与正常儿童大致相当。
此外，研究还揭示了错误反应的概率通常不相等，儿童选择的错误答案与其认知年龄（CA）、心理年龄（MA）以及智商（IQ），尤其是后两者，存在一定的关联性。这表明，在智力测试和评估中，除了考虑总体的智商得分，还需要关注个体在特定认知任务上的表现。
Piaget的认知发展理论框架为构建此类评估量表提供了一个替代方案。CAK-C（Goldschmid & Bentler, 1968）就是这样一个量表，它包含两种平行形式（A和B），旨在衡量儿童在二维空间、数量和物质守恒等方面的能力。通过这些任务，研究人员可以更深入地了解精神障碍儿童在这些关键认知领域的理解和发展水平。
这项研究对理解精神障碍儿童的认知特点和学习能力提供了有价值的信息，同时也强调了在评估这类特殊群体时，应采用更加全面和精细的方法，以便更好地支持他们的教育和干预策略。
Psycholog)
in
the
Schools
1981.
f8.
139-143
ITEM ANALYSES
OF
THE CONCEPT ASSESSMENT KIT-CONSERVATION
FOR EDUCABLE MENTALLY RETARDED CHILDREN'
A. B. SILVERSTEIN, LINDA BROWNLEE, AND GREG LEGUTKI
MRRC-Lanterrnan State Hospitaf Research
Group,
UCLA
School
of
Medicine
A series
of
item analyses of the CAK-C was conducted for a sample of
155
educable
mentally retarded children. The probability of a correct response was found to differ
from task to task, and there was evidence that the order of difficulty of the tasks for
this sample resembled that for nonretarded children.'The probabilities
of
the two in-
correct responses were generally not equal, and the choice of one
or
the other incorrect
response showed some relation to CA, MA, and
IQ,
particularly the last two
variables.
Scales constructed within the conceptual framework of Piagetian theory represent
one alternative to traditional intelligence tests, and the Concept Assessment Kit-
Conservation (CAK-C) (Goldschmid
&
Bentler,
1968)
is
one scale
of
this sort. Two
parallel forms of the scale, A and B, include tasks designed to measure the conservation
of
two-dimensional space, number, substance, continuous quantity, weight, and discon-
tinuous quantity. An example should make clear the nature of the tasks. The examiner
makes two equal balls of Play-Doh (following Elkind,
1967,
we designate them
S
and V,
denoting standard and variable), and establishes that the child regards them as the same.
One ball is then rolled into a hot dog
or
flattened into a pancake (V-+V') and the child is
asked whether
S
and
V'
have the same amount of Play-Doh,
or
whether one of them has
more, and to explain why. The scale yields a behavior score, an explanation score, and a
total (behavior plus explanation) score, and the child's performance is taken as an indica-
tion
of
his
or
her level of intellectual development.
In a previous study (Silverstein, Brownlee,
&
Legutki,
1980),
we investigated the
reliability of the CAK-C for educable mentally retarded children. In the present study,
we conducted a series of item analyses of the scale for subjects from this population.
Specifically, these analyses were addressed to the following questions: (a) Does the
probability of a correct response (S=V') differ from task to task? (b)
Is
the order
of
difficulty of the tasks the same for educable mentally retarded children as it is for non-
retarded children? (c) Are the probabilities
of
the two incorrect responses (S>V'
&
S<V')
equal? (d) Is the choice of one
or
the other incorrect response related to CA, MA,
or
IQ?
Piagetian theory suggests that the first two questions should be answered affir-
matively, since the theory posits an invariant developmental sequence en route to master-
ing the concept of conservation. Further, retarded children are supposed to traverse
precisely the same sequence as nonretarded children, differing only
in
the rate at which
they progress and the ultimate ceiling they attain (Weisz
&
Zigler,
1979).
The third and
fourth questions are more exploratory
in
nature. In traditional intelligence testing, atten-
tion usually is focused on the child's ability to produce correct responses, but Piaget
himself is said to have discovered-while working as a young man at the Binet
Requests for reprints should be sent to A.
B.
Silverstein, MRRC-Lanterman State Hospital Research
'This
study
was
supported
in
part by
NICHD
Research Grants
No.
HD-04612 and
No. HD-05540.
Group,
P.O.
Box
100-R,
Pomona, CA
91769.
139
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