Sprafkin J, Gadow K D, Grayson P
J Child Psychol Psychiatry. 1987 May;28(3):387-98. doi: 10.1111/j.1469-7610.1987.tb01761.x.
Forty-six learning disabled children (M = 7.6 years) were exposed to six aggressive and six control cartoons in school. Treatment effects were assessed using direct observations of five categories of social behavior. There were no main effects for condition, and neither initial aggressiveness nor gender interacted significantly with condition for any of the behaviors. There was a significant interaction of condition with IQ: the low IQ group became significantly more physically aggressive following control compared with aggressive cartoons. The results from the present study are compared with the findings from other field experiments, and their clinical relevance is discussed.
46名学习障碍儿童（平均年龄7.6岁）在学校观看了六部攻击性卡通片和六部对照卡通片。通过对五类社会行为的直接观察来评估治疗效果。条件因素不存在主效应，对于任何一种行为，初始攻击性和性别与条件因素均未产生显著交互作用。条件因素与智商存在显著交互作用：与观看攻击性卡通片相比，低智商组儿童在观看对照卡通片后身体攻击性显著增强。本研究结果与其他现场实验的结果进行了比较，并讨论了其临床相关性。
