学习障碍学生的心理测量分类分析
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"这篇学术论文‘Psychometric Classifications of Learning Disabled Students’发表在1987年7月的《Psychology in the Schools》杂志第24卷，由Donald A. Leton, Len K. Miyamoto和David B. Ryckman三位作者撰写，分别来自夏威夷大学和华盛顿大学。文章主要探讨了学习障碍学生的心理测量分类，特别是针对严重学业问题的学生群体。研究样本包括100名被诊断为学习障碍（LD）的学生，他们进行了多种心理测验，包括WISC-R（韦氏智力量表修订版）、Bender Gestalt测试、Benton Visual Retention测试、Purdue Perceptual-Motor测试以及Lindamood Auditory Conceptualization测试。"
文章通过K-means迭代聚类方法对这些学生的测试结果进行分析，得出了三个不同的群体。第一个群体在注意力和集中力子测试中得分较低；第二个群体在言语联想智力的子测试中得分较低；第三个群体在视觉空间和运动技能的子测试中得分较低。这表明学习障碍学生在认知能力方面存在显著差异，而非单一的问题。
尽管大多数专业人士认为学习障碍学生是一个异质性群体，但这项研究揭示了在特定的心理测量指标下，可以将他们分为相对集中的类别。然而，研究也指出了其局限性，如心理测量测试的范围有限，缺乏儿科和神经科的诊断数据，这些因素可能影响了分类的全面性和准确性。因此，对于学习障碍的理解和干预策略需要综合考虑更多的个体差异和临床信息。
这篇论文对于理解学习障碍学生的认知特点和教育干预提供了重要的参考，强调了在制定教学计划时需要考虑到学生的个体差异，并且提示未来的研究应更深入地探索这些差异背后的生理和神经基础，以便提供更为精准的支持和教育服务。
Psychology
in
the
Schools
Volume
24,
July
1987
PSYCHOMETRIC CLASSIFICATIONS
OF
LEARNING DISABLED STUDENTS
DONALD A. LETON LEN K. MIYAMOTO DAVID
B.
RYCKMAN
University
of
Hawaii
Honowai Elementary
School
University
of
Washington
Oahu, Hawaii
The psychometric test results
of
a sample of
100
LD students with severe achieve-
ment problems were cluster analyzed. The variables included in this analysis were
the subtests
of
the WISC-R, the Bender Gestalt, the Benton Visual Retention, the
Purdue Perceptual-Motor, and the Lindamood Auditory Conceptualization tests.
Us-
ing K-means iterative clustering procedures, three clusters were obtained. The first
cluster was defined by low scores
on
attention and concentration subtests; the second
was defined by low scores
on
subtests
of
verbal-associative intelligence; the third was
defined by low scores
on
visual-spatial and motoric subtests. Limitations
of
the study,
in the scope
of
the psychometric testing and the lack
of
pediatric and neurologic
diagnoses, are discussed.
Although most professionals in the field share the assumption that LD students
represent a heterogeneous population, there has been little effort to group these students
into identifiable diagnostic patterns for special education treatments. Torgeson and Dice
(1980) failed to find any researcher who employed any system to reduce the heterogeneity
of their samples. Their observations were based on a review of about 90 LD studies
found in major education and psychology journals.
As a result of the ambiguous nature of learning disabilities, Horvath, Kass, and
Farrell (1980) claimed the classification of LD to be an example of a fuzzy set, a set
in which membership is not precisely defined. Zadeh (1965) defines a fuzzy set as:
“. . .
a class of objects with a continuum of grades of membership. Such a set is
characterized by a membership (characteristic) function which assigns to each ob-
ject a grade of membership ranging between zero and one. The notions of inclu-
sion, union, intersection, complement, relation, convexity, etc., are extended to
such sets, and various properties of these notions in the context of fuzzy sets are
established. In particular,
a
separation theorem for convex fuzzy sets is proved
without requiring that the fuzzy sets be disjoint.” (p.338)
In other words, membership in a fuzzy set is not based on an all-or-none criterion,
as in classical set theory, but may take on values in between.
A
set is fuzzy when objects
or persons can belong partially to it, rather than belonging either totally or not
at
all.
The educational classification
of
LD is a good example
of
a
set in which the criteria
of
membership are unclear. The definitions
of
the construct are vague and subject to
numerous interpretations.
In effect, the membership criteria have become too broad to be helpful in terms
of remedial instruction and research purposes. It appears that LD has become
a
con-
venient category for placing students who have a variety of educational problems. The
broad range of characteristics manifested in samples of
LD
students has been well
documented (Keogh, Major-Kingsley, Omori-Gordon,
&
Reid, 1982; Kirk
&
Elkins, 1975;
Norman
&
Zigmond, 1980). The definitional problems of LD, and thus the classifica-
tion and intervention problems, are directly attributable to the heterogeneity of students
categorized as LD.
Reprint requests should be sent to Donald A. Leton, College of Education, University of Hawaii at Manoa,
West Hall Annex 2, 1776 University Ave., Honolulu,
HI
96822.
20
1
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