Stiliadis K, Wiener J
J Learn Disabil. 1989 Dec;22(10):624-9. doi: 10.1177/002221948902201007.
This study was undertaken to examine the social perceptual skill deficit theory in explaining the low peer acceptance of children with learning disabilities. The quality of tests measuring social perception was also examined. Thirty 9- to 12-year-old children with learning disabilities and a matched control group were given two measures of social perception: a laboratory task and a behavior rating scale. The behavior rating scale was completed by the children's teachers. In addition, the Peer Acceptance Scale (Bruininks, Rynders, & Gross, 1974) was administered to assess peer status. Results showed that the children with learning disabilities differed significantly from their nondisabled peers on each of the three measures-the children with learning disabilities obtained lower social perception and peer acceptance scores. However, the relationships between sociometric status and social perception varied as a function of task. A small but significant correlation wa found between the behavior rating scale and peer status. The laboratory task was not correlated with either the behavior rating scale or peer status. Results are discussed in terms of the psychometric properties of laboratory versus naturalistic measures of social perception and the importance of establishing the external validity of social skill measures by correlating them with outcome measures such as peer status.
本研究旨在检验社会感知技能缺陷理论，以解释学习障碍儿童同伴接纳度较低的现象。同时，还对测量社会感知的测试质量进行了考察。30名9至12岁的学习障碍儿童及一组匹配的对照组儿童接受了两项社会感知测量：一项实验室任务和一项行为评定量表。行为评定量表由儿童的教师完成。此外，还使用了同伴接纳量表（布鲁宁克斯、林德斯和格罗斯，1974年）来评估同伴地位。结果显示，在三项测量中的每一项上，学习障碍儿童与非残疾同伴都存在显著差异——学习障碍儿童的社会感知和同伴接纳得分较低。然而，社会测量地位与社会感知之间的关系因任务而异。行为评定量表与同伴地位之间存在小而显著的相关性。实验室任务与行为评定量表或同伴地位均无相关性。本文根据实验室测量与自然主义测量社会感知的心理测量特性，以及通过将社会技能测量与同伴地位等结果测量相关联来确立社会技能测量外部效度的重要性，对研究结果进行了讨论。
