Cunningham C E, Siegel L S
J Abnorm Child Psychol. 1987 Jun;15(2):247-68. doi: 10.1007/BF00916353.
Groups of 30 ADD-H boys and 90 normal boys were divided into 30 mixed dyads composed of a normal and an ADD-H boy, and 30 normal dyads composed of 2 normal boys. Dyads were videotaped interacting in 15-minute free-play, 15-minute cooperative task, and 15-minute simulated classroom settings. Mixed dyads engaged in more controlling interaction than normal dyads in both free-play and simulated classroom settings. In the simulated classroom, mixed dyads completed fewer math problems and were less compliant with the commands of peers. ADD-H children spent less simulated classroom time on task and scored lower on drawing tasks than normal peers. Older dyads proved less controlling, more compliant with peer commands, more inclined to play and work independently, less active, and more likely to remain on task during the cooperative task and simulated classroom settings. Results suggest that the ADD-H child prompts a more controlling, less cooperative pattern of responses from normal peers.
将30名患有注意力缺陷多动障碍（ADD-H）的男孩和90名正常男孩分成30个由一名正常男孩和一名ADD-H男孩组成的混合二人组，以及30个由两名正常男孩组成的正常二人组。对这些二人组在15分钟自由玩耍、15分钟合作任务和15分钟模拟课堂环境中的互动进行录像。在自由玩耍和模拟课堂环境中，混合二人组比正常二人组进行更多的控制性互动。在模拟课堂中，混合二人组完成的数学问题更少，对同伴的指令也更不服从。与正常同龄人相比，患有ADD-H的儿童在模拟课堂上专注于任务的时间更少，在绘画任务中的得分更低。年龄较大的二人组表现出更少的控制性、更服从同伴指令、更倾向于独立玩耍和学习、更不活跃，并且在合作任务和模拟课堂环境中更有可能专注于任务。结果表明，患有ADD-H的儿童会促使正常同伴产生一种更具控制性、更少合作性的反应模式。
