King C A, Young R D
J Abnorm Child Psychol. 1981 Dec;9(4):465-82. doi: 10.1007/BF00917796.
Classroom peer perceptions of 18 teacher-nominated hyperactive and 18 teacher-nominated active but normal elementary school-age boys, as revealed in two sociometric measures (Bower's Class Play, like-dislike nomination), were compared. Results indicated that hyperactives were significantly different from actives on all sociometric measures in that they were perceived more negatively. Peer communication patterns also were assessed. The communicative content, communicative quality, and attention to task instructions of hyperactive boys were compared to those of comparison boys. Limited support was found for the earlier finding that hyperactive boys were less likely than comparison boys to modulate behavior in response to changing external cues and to respond to subtle social learning opportunities. The communication task was found to be highly engaging for both groups of boys, and results suggest that hyperactive children may not lack the interpersonal skills necessary for referential communication, although they may be unable to use them consistently in all settings. The need to continue the study of peer relations of hyperactive children in naturalistic settings is stressed.
通过两种社会测量方法（鲍尔的班级游戏、喜欢-不喜欢提名）揭示的小学适龄男孩中，18名教师提名的多动男孩和18名教师提名的活跃但正常的男孩的课堂同伴认知进行了比较。结果表明，在所有社会测量方法上，多动男孩与活跃男孩有显著差异，因为他们被负面评价更多。还评估了同伴交流模式。将多动男孩的交流内容、交流质量和对任务指令的关注与对照男孩进行了比较。对于早期的发现，即多动男孩比对照男孩更不可能根据不断变化的外部线索调整行为并对微妙的社会学习机会做出反应，得到的支持有限。发现交流任务对两组男孩都极具吸引力，结果表明，多动儿童可能并不缺乏参照交流所需的人际技能，尽管他们可能无法在所有情况下始终如一地运用这些技能。强调了在自然环境中继续研究多动儿童同伴关系的必要性。
