Litrownik A J, Cleary C P, Lecklitner G L, Franzini L R
Am J Ment Defic. 1978 Jul;83(1):86-9.
Twenty-four TMR children (mean IQ = 40.1, mean MA = 46.4 months) were divided into three groups equated by stratified assignment on IQ, MA, and CA. One group was then randomly assigned to each treatment condition: (a) Training 1 (live/film), (b) Training 2 (film/live), and (c) control. In the first phase of the study, both training groups watched five clown models set their standard at 6 on a bowling game. Subsequent standards set by the training and control groups indicated that these retarded children did base their standards on the models' standards (i.e., social referent). A training program including both live and filmed demonstrations was developed in order to teach the children a concept (i.e., "between") that would allow them to set their standards based on their own past performance. We found that both training groups acquired, retained, and generalized the concept as evidenced by the standards they set.
24名TMR儿童（平均智商=40.1，平均心理年龄=46.4个月）根据智商、心理年龄和实际年龄进行分层分配，被分成三组。然后将一组随机分配到每种治疗条件下：（a）训练1（真人/影片），（b）训练2（影片/真人），以及（c）对照组。在研究的第一阶段，两个训练组观看了五个小丑模型在保龄球游戏中将标准设定为6的过程。训练组和对照组随后设定的标准表明，这些智力发育迟缓的儿童确实以模型的标准（即社会参照）为基础来设定自己的标准。为了教会孩子们一个概念（即“在……之间”），使他们能够根据自己过去的表现来设定标准，开发了一个包括真人演示和影片演示的训练项目。我们发现，两个训练组都获得、保留并推广了这一概念，这从他们设定的标准中得到了证明。
