Rosenbaum M, Baker E
J Abnorm Child Psychol. 1984 Jun;12(2):303-17. doi: 10.1007/BF00910670.
This study was aimed at evaluating the self-control behaviors of hyperactive (HA) and nonhyperactive ( NHA ) first-grade pupils under conditions of repeated failure on a previously learned concept formation task. Subjects were divided into HA and NHA groups on the basis of their scores on the Conners (1969) Teacher Rating Scale. During the training stage of the experiment the children learned a concept formation task under a schedule of contingent positive reinforcement. In the test stage they performed the same task but under a negative noncontingent reinforcement schedule. The results revealed no differences in initial rate of learning the task between the groups. After the introduction of the negative noncontingent reinforcement schedule, however, the HA group showed a marked decrease in the use of effective problem-solving strategies. The HA children's performance on the concept formation task was accompanied by the emission of negative self-evaluations and solution-irrelevant statements. The NHA group used significantly more statements showing useful goal-directed cognitive mediations than the HA children. The results suggested that HA children may have deficits in self-control skills.
本研究旨在评估患有多动症（HA）和未患多动症（NHA）的一年级学生在先前学习的概念形成任务中反复失败的情况下的自我控制行为。根据他们在康纳斯（1969）教师评定量表上的得分，将受试者分为HA组和NHA组。在实验的训练阶段，孩子们在偶然的正强化计划下学习概念形成任务。在测试阶段，他们执行相同的任务，但采用负性非偶然强化计划。结果显示，两组在学习任务的初始速率上没有差异。然而，在引入负性非偶然强化计划后，HA组在有效解决问题策略的使用上显著下降。HA儿童在概念形成任务上的表现伴随着负面自我评价和与解决方案无关的陈述的发出。NHA组比HA儿童使用了更多显示有用的目标导向认知调节的陈述。结果表明，HA儿童可能在自我控制技能方面存在缺陷。
