Whitman T L
Psychology Department, University of Notre Dame, IN 46556.
Am J Ment Retard. 1990 Jan;94(4):347-62; discussion 363-76.
The educational and research implications of defining mental retardation as a self-regulatory disorder were explored. Behavioral, social-learning, and cognitive conceptualizations regarding the structure and development of self-regulation were examined. Emphasis was placed on showing how these conceptualizations compliment each other. Several perspectives were presented, specifically, that both the essential components of the self-regulatory system along with the environments that promote self-regulated behavior must be isolated. Self-regulation was described as a complex skill that develops like other skills and can be taught through behavioral techniques. Self-regulation was suggested to basically be a linguistically guided process. The assertion was made that individuals with retardation, because of their extensive language deficiencies, are delayed in developing self-regulatory control. The role of life experience and motivational processes in the development of self-regulation was also stressed.
探讨了将智力迟钝定义为一种自我调节障碍的教育及研究意义。研究了关于自我调节的结构和发展的行为、社会学习及认知概念。重点在于展示这些概念如何相互补充。提出了几种观点，具体而言，自我调节系统的基本组成部分以及促进自我调节行为的环境都必须被分离出来。自我调节被描述为一种像其他技能一样发展且可通过行为技术进行传授的复杂技能。自我调节基本上被认为是一个由语言引导的过程。有人断言，由于智力迟钝个体存在广泛的语言缺陷，他们在发展自我调节控制方面会延迟。还强调了生活经验和动机过程在自我调节发展中的作用。
