Shields J D, Green R J, Cooper B A, Ditton P
California Institute of Psychology, San Francisco 94111, USA.
J Learn Disabil. 1995 Jun-Jul;28(6):372-84. doi: 10.1177/002221949502800608.
Research has demonstrated that confusing styles of parental communication--"communication deviances" (CD)--are associated with cognitive disorder in offspring. The present study examined the immediate effects of adult communication clarity versus deviance on sixty-one 11- to 15-year-old male and female adolescents with learning disabilities (LD). Subjects were randomly assigned to complete the Rorschach Arrangement Task (RorAT) under conditions of either clear (n = 30) or unclear (n = 31) instructions from an adult. Immediately thereafter, the adolescents were administered a test of abstract thinking--The Twenty Questions Task (TQT). Strategies used to solve the task were assessed. As hypothesized, adolescents in the clear communication condition performed significantly better on the RorAT and used more efficient cognitive strategies on the TQT than did adolescents in the unclear communication condition. A new theory with implications for teaching and parenting is proposed for understanding the influence of adult communication on students with LD.
研究表明，父母令人困惑的沟通方式——“沟通偏差”（CD）——与子女的认知障碍有关。本研究考察了成人清晰沟通与偏差沟通对61名11至15岁患有学习障碍（LD）的青少年（男女皆有）的即时影响。研究对象被随机分配，在来自成人的清晰指示（n = 30）或不清晰指示（n = 31）的条件下完成罗夏墨迹排列任务（RorAT）。此后，立即对青少年进行抽象思维测试——二十问任务（TQT）。对解决该任务所使用的策略进行了评估。正如所假设的那样，与处于不清晰沟通条件下的青少年相比，处于清晰沟通条件下的青少年在罗夏墨迹排列任务中的表现明显更好，并且在二十问任务中使用了更有效的认知策略。为理解成人沟通对患有学习障碍的学生的影响，提出了一种对教学和育儿有启示的新理论。
