Leffert J S, Siperstein G N
Center for Social Development and Education, University of Massachusetts, Boston 02125-3393, USA.
Am J Ment Retard. 1996 Mar;100(5):441-55.
The nature of social competence of 55 children with mental retardation was explored. Four social-cognitive processes (encoding, cue interpretation, strategy generation, and evaluation of consequences) and their link to social behavior were investigated. During a structured interview, the children responded to videotaped vignettes of social conflict situations involving peer group entry and peer provocation. Although the children were consistently accurate in interpreting hostile intentions, they exhibited difficulty in accurately interpreting benign intentions. Children generated different strategies for the peer entry and peer provocation conflicts. Children who experienced social-cognitive processing difficulties were more likely to display extreme patterns of behavior. Aggressive children frequently misinterpreted benign intention cues and generated aggressive strategies, whereas those who engaged in sensitive/isolated behavior frequently generated avoidant or appeal to authority strategies. Results suggest that assessment and intervention practices in the area of social competence need to address social-cognitive processes.
对55名智力障碍儿童的社交能力本质进行了探索。研究了四种社会认知过程（编码、线索解释、策略生成和后果评估）及其与社会行为的联系。在一次结构化访谈中，孩子们对涉及同伴群体加入和同伴挑衅的社会冲突情境的录像短剧做出反应。尽管孩子们在解读敌意意图方面始终准确无误，但他们在准确解读善意意图方面表现出困难。孩子们针对同伴加入和同伴挑衅冲突生成了不同的策略。经历社会认知加工困难的儿童更有可能表现出极端的行为模式。攻击性强的儿童经常误读善意意图线索并生成攻击性策略，而那些表现出敏感/孤立行为的儿童则经常生成回避或诉诸权威的策略。结果表明，社交能力领域的评估和干预措施需要关注社会认知过程。
