Worland J
J Abnorm Child Psychol. 1976;4(4):315-26. doi: 10.1007/BF00922530.
The hypothesis that hyperactive boys have relatively less response to negative feedback than to positive feedback was studied. Sixteen hyperactive boys and 16 controls were compared on two tasks under different feedback conditions. Feedback conditions were no feedback, positive feedback, and negative feedback. Tasks were symbol encoding and correcting spelling words. Hyperactives and controls were compared in amount of time on-task and amount of work correctly completed. Hyperactives were on-task significantly more under conditions of negative feedback than under positive feedback, but negative feedback significantly increased errors on the spelling correction task. Controls were equally responsive to positive, negative, or no feedback. Hyperactives accomplished significantly less than controls on the coding task, but performed as well as controls on the spelling correction task, which was administered to each boy at his own level of spelling ability. The results imply that while consistent negative feedback can reduce off-task behavior for hyperactives, it can also decrease the accuracy of the work they are doing.
对多动男孩对负面反馈的反应相对少于对正面反馈的反应这一假设进行了研究。在不同反馈条件下，对16名多动男孩和16名对照组进行了两项任务的比较。反馈条件为无反馈、正面反馈和负面反馈。任务是符号编码和拼写单词校正。比较了多动组和对照组在任务时间和正确完成的工作量方面的情况。与正面反馈相比，多动组在负面反馈条件下的任务时间显著更长，但负面反馈显著增加了拼写校正任务中的错误。对照组对正面、负面或无反馈的反应相同。在编码任务中，多动组完成的任务量明显少于对照组，但在拼写校正任务中，多动组的表现与对照组相当，该任务是根据每个男孩自己的拼写能力水平进行的。结果表明，虽然持续的负面反馈可以减少多动组的任务外行为，但也会降低他们所做工作的准确性。
