Fisher B L, Allen R, Kose G
Adult outpatient Department,Coney Island Hospital, Brooklyn, New York, USA.
J Learn Disabil. 1996 Jul;29(4):439-46. doi: 10.1177/002221949602900412.
This study compared the effects of low, medium, and high pretest anxiety levels on the social and nonsocial problem-solving performance of 45 boys with learning disabilities (LD) and 45 boys with no learning disabilities (NLD). Participants ranged from 9 to 11 years of age. Boys with LD reported significantly higher pretest trait and state anxiety on the State-Trait Anxiety Inventory for Children than did NLD boys, and their perceived state anxiety escalated over the course of the problem-solving session. There were no pervasive effects of LD status on problem solving by itself, boys with LD being as effective in problem solving as NLD boys. However, means for task solution suggest a tendency for an interaction between group and anxiety level, which should be examined using a larger, well-defined sample and an unstructured task.
本研究比较了低、中、高三种测验前焦虑水平对45名学习障碍（LD）男孩和45名无学习障碍（NLD）男孩的社交及非社交问题解决表现的影响。参与者年龄在9至11岁之间。与NLD男孩相比，LD男孩在儿童状态-特质焦虑量表上报告的测验前特质焦虑和状态焦虑显著更高，且他们在问题解决过程中所感知到的状态焦虑不断升级。LD状态本身对问题解决并无普遍影响，LD男孩在问题解决方面与NLD男孩一样有效。然而，任务解决的均值表明存在组与焦虑水平之间相互作用的趋势，这一点应使用更大、定义明确的样本和非结构化任务进行检验。
