| 重新审视IQ在学习困难鉴别中的作用 |
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| 引用本文： | 左志宏,席居哲.重新审视IQ在学习困难鉴别中的作用[J].中国特殊教育,2004(8). |
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| 作者姓名： | 左志宏 席居哲 |
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| 作者单位： | 华东师范大学心理学系，华东师范大学心理学系 上海，200062，上海，200062 |
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| 摘 要： | 通过回顾学习困难界定中IQ的出现渊源及其在现有学习困难鉴别中的条件和要件作用,指出虽然能力(智力)-成就差异模式是当前广为采用的学习困难鉴别模式,但在研究实践中却存在着诸多问题,难尽人意。本文从具体操作、IQ自身、逻辑假设三个方面重新审视了IQ在学习困难鉴别中的作用,就能力(智力)-成就差异模式的必要性进行了讨论。
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| 关 键 词： | 学习困难 IQ 差异模式 鉴别 |
Reconsidering the Roles of IQ in Identification of Learning Disability |
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| ZUO Zhihong XI Juzhe.Reconsidering the Roles of IQ in Identification of Learning Disability[J].Chinese Journal of Special Education,2004(8). |
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| Authors: | ZUO Zhihong XI Juzhe |
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| Abstract: | IQ had been taken as a premise and the essential factor in the identification of learning disability according to the ability (intelligence)-achievement discrepancy model. Although this model was widely used to screen out learning disability, it was still dissatisfactor in application somehow. Taking into reconsideration the model's applications, especially the roles of IQ in the model and IQ's own intrinsic defects, the authors made a deep discussion on the necessity of IQ and the ability-achievement discrepancy model. |
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| Keywords: | learning disability IQ discrepancy model identification |
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