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本研究试图探索一种将智力、学习能力及认知特点三方面测验相结合的方法,并参照病因诊断和日常智力活动表现的观察资料,对弱智特点作出全面的分析与鉴定,以便为特殊教育提供参考意见。结果表明,智商与学习能力及认知特点测验分数有显著的正相关,并与日常智力活动表现有明显的一致性。弱智者在智力发展上有着不同程度的心理障碍,比正常的同龄者约落后5～6岁。辅读学校的特殊教育有助于他们的智力发展与补偿。
This study attempts to explore a combination of intelligence, learning ability and cognitive characteristics of the three aspects of testing methods, and with reference to etiological diagnosis and daily intelligence activities of the observed data to make a comprehensive analysis and identification of the characteristics of the mentally retarded in order to special education Provide reference. The results showed that there was a significant positive correlation between IQ and test scores of learning ability and cognitive characteristics, and there was a clear consistency with the performance of daily intelligence activities. Mentally handicapped people have different degrees of mental retardation in their intellectual development, about 5 to 6 years younger than their normal peers. Special education in secondary schools contributes to their intellectual development and compensation.