Johnson D W, Johnson R T
J Psychol. 1985 Jan;119(1):31-44. doi: 10.1080/00223980.1985.9712604.
Cooperative and individualistic learning experiences were compared in terms of their effects on interaction and relationships between hearing and hearing-impaired students. Two contradictory hypotheses were tested--one stating that the effort required for hearing and hearing-impaired students to communicate would lead to frustration, withdrawal, exclusion, and rejection; the other stating that cooperative learning experiences would lead to cross-handicap interpersonal attraction regardless of communication difficulties. Thirty 3rd-grade students (20 hearing and 10 hearing impaired) were assigned to conditions on a stratified, random basis controlling for handicap, sex, and ability level. They participated in the study for 55 min a day for 15 instructional days. The results indicate that subjects involved in cooperative learning experiences performed higher on measures of interaction and interpersonal attraction between hearing and hearing-impaired students than did subjects involved in individualistic learning experiences.
对合作学习和个别学习经历对于听力正常学生与听力受损学生之间互动及关系的影响进行了比较。检验了两个相互矛盾的假设——一个假设称，听力正常学生与听力受损学生进行交流所需的努力会导致沮丧、退缩、排斥和拒绝；另一个假设称，无论存在交流困难，合作学习经历都会带来跨残障人际吸引。30名三年级学生（20名听力正常，10名听力受损）按照分层随机的方式分配到不同条件下，以控制残障、性别和能力水平。他们每天参与55分钟的研究，共进行15个教学日。结果表明，参与合作学习经历的受试者在听力正常学生与听力受损学生之间的互动及人际吸引测量方面的表现高于参与个别学习经历的受试者。
