Nelson J R, Smith D J, Dodd J M
Department of Applied Psychology, Eastern Washington University, Cheney 99004.
J Learn Disabil. 1994 Feb;27(2):104-10, 122. doi: 10.1177/002221949402700205.
The purpose of this study was to assess the effects of learning strategy instruction on the completion of job applications by students identified as learning disabled. Thirty-three students (average age 15 years 6 months) were randomly assigned by grade and gender to one of two experimental conditions: learning strategy instruction or traditional instruction. The result was 16 students (10 boys and 6 girls) being placed under the learning strategy instruction condition and 17 students (10 boys and 7 girls) being placed under the traditional instruction condition. Results indicated that in addition to statistically significant lower numbers of information omissions and information location errors, holistic ratings of the overall neatness of the job applications were significantly higher for those students under the learning strategy instruction condition. In addition to these positive changes in the performance measures, social validity data suggest that students under the learning strategy condition would be more likely to receive an invitation for a job interview. The findings and future research needs are discussed.
本研究的目的是评估学习策略指导对被认定为学习障碍的学生完成求职申请的影响。33名学生（平均年龄15岁6个月）按年级和性别随机分配到两种实验条件之一：学习策略指导或传统指导。结果是16名学生（10名男生和6名女生）被置于学习策略指导条件下，17名学生（10名男生和7名女生）被置于传统指导条件下。结果表明，除了信息遗漏和信息定位错误的数量在统计学上显著减少外，学习策略指导条件下的学生求职申请整体整洁度的整体评分也显著更高。除了这些绩效指标的积极变化外，社会效度数据表明，学习策略条件下的学生更有可能收到求职面试邀请。文中讨论了研究结果及未来的研究需求。
