Steele K, Barling J
J Gen Psychol. 1982 Jan;106(1st Half):141-54. doi: 10.1080/00221309.1982.9710982.
The present study assessed the effects of self-instructional training on learning-disabled children's perceptual deficits. Twenty-nine children (M age = 9.70 years) were assigned randomly to a control (n = 10), an attention-placebo control ( = 9), and self-instruction group (n = 10). Analyses of covariance (with the pretest score as the covariate) yielded significant treatment effects at post- and maintenance testing, although there was no evidence whatsoever of any generalization to academic performance of classroom behavior. Analysis of the frequency of overt self-verbalizations at post- and maintenance testing further suggested the efficacy of self-instructions for direct treatment effects. Finally, the importance of S characteristics in self-regulation programs was emphasized: Children with an internal locus of control orientation tended to use overt self-verbalizations most frequently.
本研究评估了自我指导训练对学习障碍儿童感知缺陷的影响。29名儿童（平均年龄 = 9.70岁）被随机分配到一个对照组（n = 10）、一个注意力安慰剂对照组（n = 9）和一个自我指导组（n = 10）。协方差分析（以前测分数作为协变量）在后期测试和维持测试中产生了显著的治疗效果，尽管没有任何证据表明对课堂行为的学业成绩有任何泛化作用。对后期测试和维持测试中公开自我言语表达频率的分析进一步表明了自我指导对直接治疗效果的有效性。最后，强调了自我调节计划中S特征的重要性：具有内控取向的儿童往往最频繁地使用公开自我言语表达。
