本研究之主要目的在比較腦性麻痺兒童與普通兒童在各項普通推理能力的差異，了解腦性麻痺兒童普通推理能力之發展情形，並探討腦性麻痺兒童不同個人背景因素與普通推理能力的關係與影響因素等。
本研究之研究對象包括彰化仁愛實驗學校、台南啟智學校、高雄啟智學校及13個公私立教養機構中，經鑑定為腦性麻痺之六至十三歲兒童，共計181名。主要研究工具為「哥倫比亞心理成熟量表」、「畢保德圖書詞彙測驗」、及研究者自編之「腦性麻痺兒童基本資料調查表」。施測結果以單因子變異數分析、積差相關、多元逐步迴歸分析等統計方法進行假設考驗。
本研究之主要發現如下：
一、六至十歲腦性麻痺兒童與普通兒童在各項普通推理能力有顯著差異。
二、腦性麻痺兒童不同個人背景因素中之性別、學前教育經驗、家庭社經地位、有無兄弟姊妹等因素，在各項普通推理能力未達顯著差異。
三、腦性麻痺兒童不同個人背景因素中，年齡、有無附帶其它障礙、障礙程度及腦性麻痺類型等，在各項普通推理能力達顯著差異。
四、性別、學前教育經驗、家庭社經地位及有無兄弟姊妹等因素。與腦性麻痺兒童之普通推理能力無顯著相關。
五、年齡及語言聽解能力與腦性麻痺兒童的普通推理能力有顯著正相關；有無附帶其它障礙與障礙程度與其普通推理能力則有顯著負相關。
六、年齡、有無附帶其它障礙及障礙程度，可有效預測腦性麻痺兒童普通推理能力。
研究者並根據研究結果，提出若干對教學與研究的建議，做為特殊教育教師及其他相關人員設計教材教法及未來研究之參考。

The purpose of this study was to examine the cerebral -palsied children from 6 to 13 years old in the general reasoning abilities which were measured by the "Columbia Mental Maturity Scale" (CMMS) and the "Peabody Picture Vocabulary Test-Revised" (PPVT), and to explore their correlated factors.
The data was analyzed by one-way analysis, Pearson correlation, and stepwise multiple regression analysis.
The major findings of this study were as follows:
1.The mean scores of general reasoning abilities of cerebral-palsied children were significantly lower than those of normal children.
2.The scores of different sex, preschool experiences, social economic status, and siblings of cerebralpalsied children did not differ significantly in the general reasoning abilities.
3.The scores of diffreent age, additional handicaps, handicap degree, and the types of cerebral-palsied children differed significantly in the general reasoning abilities.
4.The variables of the sex, preschool experience, siblings, and the social ecomonic status did not show significantly correlated with the general reasoning abilities in cerebral-palsied children.
5.The variables of the age, language ,reception, additional handicaps, and the handicap degree did not show significantly correlated with the general reasoning abilities in cerebral-palsied children.
6.The variables of age, additional handicaps, and the handicap degree did significantly predict the general reasoning abilities of cerebral-palysied children.
In the conclusion, some suggestions for cerebralpalsied childrens' education and for further studies were made based on the results and limitations of the study.