学习不良儿童社会信息加工的特点

设置儿童与同伴、成人相互作用的三类情景，每类情景又分为模糊情景和清晰情景两种情况，通过对51名小学生进行结构性访谈，比较了学习不良儿童与一般儿童在信息加工各阶段的差异。结果发现，无论是模糊情景还是意义清晰情景，学习不良儿童和一般儿童在对权威社会情景进行编码时存在显著差异，学习不良儿童的编码准确性和全面性显著低于一般儿童；在模糊同伴情景下，学习不良儿童的反应数量显著多于一般儿童，其消极或侵犯性的反应也多于一般儿童。

SOCIAL INFORMATION PROCESSING OF CHILDREN WITH LEARNING DISABLITY

In the present study, there were three kinds of scenes in which children interacted to companions and adults, and each scene had two situations: blurry scene and clear scene. Through natural experiment used on 51 pupils, the study investigated the difference between learning disabilities and normal children in different social information processing stages. The results suggested that there was significant difference between children with learning disability and normal children when coding the authority scene, under both blurry scenes and clear scenes. Children with learning disability were inferior to normal children on coding veracity and totality. Under blurry companion scene, children with learning disability had more reactions than normal children, and more negative and aggressive reactions were than normal children.