Ackerman P T, Elardo P T, Dykman R A
J Abnorm Child Psychol. 1979 Mar;7(1):91-9. doi: 10.1007/BF00924513.
Adequately reading hyperactive boys, normally behaved learning-disabled (LD) boys, and normal controls were contrasted on tests measuring personality traits, cognitive role taking, and moral resoning. Additionally, parents and teachers rated all children on a number of behaviors, and parents were interviewed in a process-oriented fashion to assess home stimulation potential. Hyperactive boys were rated more aggressive and anxious than LD boys and controls and had not been encouraged as much by parents to achieve. Hyperactives had been born to younger parents, on the average, and 25% lived with their mothers and stepfathers. None of the LD or control boys had stepfathers. The groups did not differ significantly in moral reasoning ability, cognitive role taking, or locus of control; on the Junior Personality Inventory hyperactives tended to have elevated scores on the neuroticism scale while LD boys had higher scores on the lie scale.
对阅读能力足够的多动男孩、行为正常的学习障碍（LD）男孩和正常对照组在测量人格特质、认知角色采择和道德推理的测试中进行了对比。此外，家长和教师对所有孩子的多项行为进行了评分，并以注重过程的方式对家长进行了访谈，以评估家庭刺激潜力。多动男孩比LD男孩和对照组被评为更具攻击性和焦虑性，并且在取得成就方面没有得到父母同样多的鼓励。多动儿童的父母平均年龄较小，25%与母亲和继父生活在一起。LD组或对照组的男孩都没有继父。这些组在道德推理能力、认知角色采择或控制点方面没有显著差异；在《青少年人格量表》上，多动儿童在神经质量表上的得分往往较高，而LD男孩在说谎量表上的得分较高。
