Casanova G M, Katkovsky W, Hershberger W A
Department of Psychology, Northern Illinois University, DeKalb 60115.
J Clin Psychol. 1988 Nov;44(6):982-7. doi: 10.1002/1097-4679(198811)44:6<982::aid-jclp2270440621>3.0.co;2-b.
Eighty college females listened to one of four taped conversations, which they were led to believe were personality evaluations of themselves. The content of the evaluations varied in feedback, which described either strengths or weaknesses in adjustment, and in form, in that each recording was either completely intelligible or partially unintelligible to simulate normal and impaired hearing, respectively. The emotional reactivity of the subjects was assessed with several psychometric instruments once before and again immediately after they listened to the tapes; the pre/post difference scores reflected the negative emotions elicited by the experimental manipulations. Factorial analyses of variance yielded significant main effects for each variable, hearing and feedback, but no interaction. Anxiety, depression, negative attribution, and paranoid reactions were increased by both impaired hearing and unfavorable feedback, and their adverse effects were independent and additive.
八十名大学女生收听了四段录音对话中的一段，她们被引导相信这些对话是对她们自己的性格评估。评估内容在反馈方面有所不同，反馈描述了适应方面的优点或缺点，在形式上，每段录音要么完全清晰易懂，要么部分难以理解，分别模拟正常听力和听力受损的情况。在受试者收听录音之前和之后立即使用几种心理测量工具评估他们的情绪反应；前后差异分数反映了实验操作引发的负面情绪。方差的因子分析对每个变量（听力和反馈）都产生了显著的主效应，但没有交互作用。听力受损和不利反馈都会增加焦虑、抑郁、负面归因和偏执反应，而且它们的不利影响是独立的且具有累加性。
