Jenkinson J C
Institute of Disability Studies, Deakin University, Burwood, Vic., Australia.
Am J Ment Retard. 1999 Jul;104(4):320-9. doi: 10.1352/0895-8017(1999)104<0320:FADBYA>2.0.CO;2.
Young adults with intellectual disabilities were placed into high and low learned helplessness groups based on their responses to a self-report questionnaire. Within each group participants were randomly allocated to one of three conditions for presentation of vignettes depicting decision-making situations: vignette only; vignette plus two options; and vignette plus the same two options, each with one positive and one negative consequence. Participants were asked to say what they would do in the situation and to give a reason. Responses were judged according to criteria based on theories of rational decision-making. Low learned helplessness participants obtained significantly higher decision-making scores. Additional information about options or options plus consequences was not beneficial for either group. Implications for providing training and experiences in decision-making are discussed.
根据对一份自我报告问卷的回答，有智力障碍的年轻人被分为高习得性无助组和低习得性无助组。在每个组内，参与者被随机分配到三种呈现描述决策情境的 vignette 的条件之一：仅 vignette；vignette 加两个选项；vignette 加相同的两个选项，每个选项都有一个积极后果和一个消极后果。参与者被要求说出他们在这种情况下会怎么做并给出理由。根据基于理性决策理论的标准对回答进行评判。低习得性无助的参与者获得了显著更高的决策分数。关于选项或选项加后果的额外信息对两组都没有益处。文中讨论了对提供决策培训和经验的启示。
