Patton J E, Routh D K, Offenbach S I
J Abnorm Child Psychol. 1981 Sep;9(3):355-70. doi: 10.1007/BF00916840.
Three experiments examined the influence of videotaped classroom events on the academic performance and study behavior of reading-disabled and normally reading children in grades 1 through 6. In experiments 1 and 2a an experimenter-controlled presentation of these distractors resulted in performance decrements, the magnitude of which was greater for higher difficulty tasks. The distractor effects were similar for the two groups in this condition. However, when the children themselves were allowed to control their degree of exposure to the same distractors in experiment 2b, the reading-disabled children were less likely to act to escape the distraction. Results are discussed in terms of children's metacognitive awareness of distraction, and implications for the classroom are considered.
三项实验研究了录像的课堂事件对1至6年级阅读障碍儿童和正常阅读儿童的学业成绩及学习行为的影响。在实验1和2a中，由实验者控制呈现这些干扰因素导致了成绩下降，对于难度较高的任务，成绩下降幅度更大。在这种情况下，两组的干扰因素影响相似。然而，在实验2b中，当允许儿童自己控制接触相同干扰因素的程度时，阅读障碍儿童逃避干扰的可能性较小。我们从儿童对干扰的元认知意识方面对结果进行了讨论，并考虑了其对课堂的启示。
