Hambrecht G
J Commun Disord. 1987 Jun;20(3):197-206. doi: 10.1016/0021-9924(87)90018-9.
Communication effectiveness of 15 learning-disabled and 15 control adolescent boys was compared, employing a referential task entailing repeated communication failure. The task required one to four verbal descriptions of eight abstract drawings to a pseudoconfederate listener. Transcribed descriptions were presented to two groups of 10 judges for matching to the proper drawing. One group of judges was provided with each description as an independent item while the second group was presented descriptions as part of a sequential set. Both subject groups achieved higher effectiveness when the judges received the descriptions as ordered sets. The learning-disabled boys provided less effective messages than their nondisabled peers. Egocentricity in the learning-disabled adolescents' descriptions was identified.
比较了15名有学习障碍的青少年男孩和15名对照青少年男孩的沟通有效性，采用了一项涉及反复沟通失败的指称任务。该任务要求向一名假装的同伴听众对八幅抽象画进行一到四次口头描述。转录后的描述呈现给两组各10名评委，让他们与正确的画作进行匹配。一组评委收到的每个描述都是独立的项目，而第二组评委收到的描述是按顺序排列的一组描述的一部分。当评委收到按顺序排列的描述时，两个受试组的沟通有效性都更高。有学习障碍的男孩比没有学习障碍的同龄人提供的信息效果更差。研究发现有学习障碍的青少年在描述中存在自我中心倾向。
