Sullivan J L, Minns D R
Adolescence. 1978 Winter;13(52):605-13.
Following Mussen and Distler (1959) and Bandura, Ross and Ross (1963), the developmental, defensive, and role-playing theories of identification are tested on high school seniors. Previous tests have supported the developmental and role-playing hypotheses about equally, while the defensive hypothesis lacks consistent empirical support. Questions are raised, however, about the merit of these tests. Data are presented on seniors in an Eastern suburban school and a Midwestern small town school which support the developmental (warmth) hypothesis but which are inconsistent with the defensive and role-playing hypotheses. Parental behavior is measured by the Bronfenbrenner Parent Behavior Questionnaire and identification is measured by the semantic differential.
参照穆森和迪斯特勒（1959年）以及班杜拉、罗斯和罗斯（1963年）的研究，针对高中高年级学生对认同的发展理论、防御理论和角色扮演理论进行了测试。之前的测试对发展理论和角色扮演假设的支持程度大致相同，而防御假设缺乏一致的实证支持。然而，这些测试的价值受到了质疑。文中呈现了来自一所东部郊区学校和一所中西部小镇学校高年级学生的数据，这些数据支持了发展（温情）假设，但与防御和角色扮演假设不一致。父母行为通过布朗芬布伦纳父母行为问卷进行测量，认同则通过语义分化法进行测量。
