Whitman T L
University of Notre Dame, IN 46556.
Am J Ment Defic. 1987 Sep;92(2):213-23.
A general theoretical framework to guide research on self-instructional training was presented. The theory emphasizes that in evaluating self-instructional programs, more attention must be given to the developmental characteristics of the persons to be trained and suggests that self-instruction will be particularly useful to young nonretarded children, mentally retarded persons, and, more generally, individuals who have limited linguistic skills and a limited knowledge base. Further, retarded children taught to self-instruct will show better attention, memory, and motivation and manifest less impulsive behavior, maladaptive perseveration, and field dependency when taught through a self-instructional in contrast to an external instructional format. Empirical support for this theory was examined and recommendations for future research made.
提出了一个指导自我指导训练研究的一般理论框架。该理论强调，在评估自我指导项目时，必须更加关注待训练人员的发展特征，并表明自我指导对年幼的非智力迟钝儿童、智力迟钝者，以及更普遍地说，对语言技能有限和知识基础有限的个体特别有用。此外，与外部指导形式相比，当通过自我指导进行教学时，接受自我指导教学的智力迟钝儿童将表现出更好的注意力、记忆力和动机，并且表现出更少的冲动行为、适应不良的固执和场依存性。对该理论的实证支持进行了检验，并对未来研究提出了建议。
