SOCIAL PERSPECTIVE-TAKING AND TEACHER RATINGS OF PEER INTERACTION IN HYPERACTIVE BOYS

被引：17

作者：

PAULAUSKAS, SL

CAMPBELL, SBG

机构：

[1] Department of Psychology, Clinical Psychology Center, University of Pittsburgh, Pittsburgh, 15260, Pennsylvania

来源：

JOURNAL OF ABNORMAL CHILD PSYCHOLOGY | 1979年 / 7卷 / 04期

关键词：

D O I：

10.1007/BF00917618

中图分类号：

B849 [应用心理学];

学科分类号：

040203 ;

摘要：

Hyperactive and matched control boys at two age levels were compared on teacher ratings of peer interaction and three measures of social perspective-taking. The teachers' ratings of peer interaction discriminated between the hyperactive children and their controls. In addition, a significant interaction effect indicated that teachers rated the older hyperactive group as more deviant with peers than both their younger hyperactive counterparts and their age-matched controls. In a structured laboratory setting, the hyperactive children did not differ from control children on the three measures of social perspective-taking. The perspective-taking measures did, however, show differences across age groups. Implications for treatment are examined. © 1979 Plenum Publishing Corporation.

引用

页码：483 / 493

页数：11

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