Hansford B C
J Psychol. 1977 Mar;95(2d Half):231-5. doi: 10.1080/00223980.1977.9915885.
This exploratory study examines the relationship between various conditions of feedback in peer microteaching, the personality dimension dogmatism, and nonverbal perceptiveness. Ss were 74 trainee teachers who were assigned to feedback conditions on the basis of dogmatism scores and then participated in a seven-week treatment period. The statistical procedure known as part correlation was used to gain measures of the extent to which Ss changed their nonverbal perceptiveness. This measure of change in nonverbal perceptiveness was related to dogmatic tendencies and feedback conditions. Although no consistent relationship was found to exist between dogmatism and change in nonverbal perceptiveness, there was a strong indication of dogmatic Ss changing their nonverbal perceptiveness when involved in the treatment condition peer microteaching with public feedback.
这项探索性研究考察了同伴微格教学中各种反馈条件、人格维度教条主义和非语言洞察力之间的关系。74名实习教师根据教条主义得分被分配到不同的反馈条件下，然后参与为期七周的训练期。采用称为偏相关的统计程序来衡量学生非语言洞察力的变化程度。这种非语言洞察力的变化量度与教条主义倾向和反馈条件有关。虽然未发现教条主义与非语言洞察力变化之间存在一致的关系，但有强有力的迹象表明，教条主义的学生在参与有公开反馈的训练条件下的同伴微格教学时，其非语言洞察力会发生变化。
