Johnson R, Johnson D W, DeWeerdt N, Lyons V, Zaidman B
Am J Ment Defic. 1983 May;87(6):611-8.
The effects of cooperative and individualistic learning experiences were compared on interactions and relationships between severely adaptive handicapped (not adapting to regular classroom demands) and nonhandicapped seventh-grade students in science classes. We investigated the predictions that (a) requiring cooperation between the two groups of students would result in increased rejection of the severely adaptive handicapped students and (b) cooperation would promote increased interpersonal attraction regardless of the heterogeneity of the students. Forty-eight suburban junior-high-school, seventh-grade students (41 nonhandicapped, 9 severely adaptive handicapped) were assigned to conditions on a stratified random basis controlling for handicap, sex, and ability level. They participated in the study for 10 days, 55 minutes per day. Results indicated that cooperative learning procedures, compared with individualistic ones, promoted more interaction and interpersonal attraction between severely adaptive handicapped and nonhandicapped students.
研究比较了合作学习和个人学习经历对科学课上严重适应障碍（不适应常规课堂要求）的七年级学生与非残疾七年级学生之间互动及关系的影响。我们调查了以下预测：（a）要求两组学生合作会导致对严重适应障碍学生的排斥增加；（b）无论学生的异质性如何，合作都会促进人际吸引力的增加。48名郊区初中七年级学生（41名非残疾学生，9名严重适应障碍学生）被分层随机分配到不同条件下，以控制残疾状况、性别和能力水平。他们参与研究10天，每天55分钟。结果表明，与个人学习程序相比，合作学习程序促进了严重适应障碍学生与非残疾学生之间更多的互动和人际吸引力。
