Zentall S S
Department of Special Education, Purdue University, West Lafayette, Indiana 47907.
J Abnorm Child Psychol. 1988 Dec;16(6):657-73. doi: 10.1007/BF00913476.
Setting and task conditions were assessed for their effects on the language of hyperactive children. Verbal data were recorded for 22 hyperactive children and 22 elementary-age controls during four storytelling tasks and transitions, and under two conditions of a nonverbal performance task in a counterbalanced order. Findings were that hyperactive children were more spontaneously talkative than their classmates during transitions and nonverbal tasks (nonelicited conditions) but were less talkative when they were asked to tell stories (elicited conditions). These findings and those attributable to the story comparisons were interpreted in line with the optimal stimulation theory, which suggests that minimal stimulus input (delays and nonelicited conditions) precipitate excessive verbal activity from hyperactive children. Production deficiencies, on the other hand, were specific to type of stimulus input to be processed. Stories requiring organization and planning without the external structure or salience of visual cues (a sequence of word cards or pictures) produced production deficiencies.
研究评估了环境和任务条件对多动症儿童语言的影响。在四项讲故事任务及转换过程中，以及在一项非语言表现任务的两种条件下，以平衡顺序为22名多动症儿童和22名小学年龄的对照组儿童记录了言语数据。研究结果显示，多动症儿童在转换过程和非语言任务（非引发条件）中比他们的同学更自发健谈，但在被要求讲故事时（引发条件）则健谈程度较低。这些发现以及故事比较得出的结果根据最佳刺激理论进行了解释，该理论表明最小刺激输入（延迟和非引发条件）会促使多动症儿童产生过多的言语活动。另一方面，产出缺陷则特定于要处理的刺激输入类型。需要组织和规划但没有视觉线索（一系列单词卡片或图片）的外部结构或显著性的故事产生了产出缺陷。
