CONCEPTUAL MODELS FOR VIEWING MINIMAL BRAIN DYSFUNCTION: DEVELOPMENTAL PSYCHOLOGY AND BEHAVIORAL MODIFICATION
CONCEPTUAL MODELS FOR VIEWING MINIMAL BRAIN DYSFUNCTION: DEVELOPMENTAL PSYCHOLOGY AND BEHAVIORAL MODIFICATION
复制标题
用于观察轻微脑功能障碍的概念模型：发展心理学和行为矫正
DOI：
10.1111/j.1749-6632.1973.tb43161.x
复制
发表时间：
1973
影响因子：
5.2
通讯作者：
F. M. Hewett
中科院分区：
文献类型：
--
作者：
F. M. Hewett
患有轻微脑功能障碍（MBD）的儿童，其多动症、注意力不集中、笨拙、冲动和学习困难明显将他与正常年龄的同伴区分开来，成为人类行为学学生的一个有趣课题。虽然有可能是一个小的分歧，这样的孩子是独特的，或者他可能有困难，在正规学校的学习情况下，一些理论家和专家之间的差异，指的是孩子的行为对比的概念模型很可能会出现，因为他们描述他的问题，解释他们的起源，并建议干预措施，以提高他的功能水平。因此，对一个理论家来说，考虑旁观者的眼光就变得很重要了。在本文中，我将探讨来自发展心理学和行为矫正领域的代表性参考文献，这些文献与MBD儿童的问题有关。事实上，我所关注的领域可以广义地定义为发展心理学，因为行为矫正技术的根源可以追溯到过去几十年的S-R理论，这些理论关注发展中的儿童和影响其发展的环境变量。我将通过简要调查所有儿童（包括MBD儿童）行为的各种参考资料来探讨这一领域。这些参考包括成熟水平，认知和人格发展阶段，场理论，以及感知运动领域的能力水平。它们还包括将严格的儿童行为发展方法与行为学习过程相关的参考文献。最后，它们包括一个主要关注学习过程本身的参考，而不关注发展水平，阶段或能力。在我对这些参考文献的讨论中，我将特别关注对MBD儿童的描述，对问题原因的解释（如果有的话）的性质，以及制定干预措施的参考文献的潜力。可能是关于儿童发展的几乎完全成熟理论的最好例子。它根据时间表来观察孩子的成长和行为，虽然不是所有的成熟序列都可以说在所有的孩子中以相同的速度发展，但成熟过程的重要证据是它们与明确的实足年龄差异的关系。小学MBD儿童的一些特征如果在生命的头两年出现，就不那么明显了，尽管程度和频率的问题可能会使这些儿童与众不同。例如，18个月大的孩子被格塞尔描述为多动症：. .被控有强迫逃跑的行为. .他拖拉，拖拽，倾倒，推动，格塞尔和伊尔格的作品
The child with minimal brain dysfunction (MBD), whose hyperactivity, distractibility, awkwardness, impulsivity, and learning difficulties clearly separate him from his normal age-mates, becomes an intriguing subject for students of human behavior. Although there may be little disagreement that such a child is unique or that he may well have difficulty in the formal school learning situation, a number of differences between theorists and specialists who refer the child’s behavior to contrasting conceptual models are likely to emerge as they describe his problems, explain their origin, and suggest interventions to improve his level of functioning. It thus becomes important for a theorist to consider the eye of the beholder. In this paper, I shall explore representative references emanating from the field of developmental psychology and behavioral modification that are relevant to the problems of the child with MBD. In actuality, the area of my concern can be broadly defined as developmental psychology, since the roots of behavioral modification technology can be traced to the S-R theories of the past several decades that have concerned themselves with the developing child and the environmental variables influencing his development. I shall approach this domain by briefly surveying a variety of references for the behavior of all children, including the MBD child. These references include maturational level, stages of cognitive and personality development, field theory, and levels of competence in the perceptual-motor realm. They also include references that connect strictly developmental approaches to the child’s behavior with references concerned with behavioral learning processes. Finally, they include a referer-ce that is primarily concerned with the learning processes themselves, without focus on developmental levels, stages, or competencies. In my discussion of these references, I shall be particularly concerned with the description that emerges of the child with MBD, the nature of the explanation, if any, provided for the causes of his problem, and the potential of the reference for formulating interventions. is probably the best example of an almost purely maturational theory of child development. It sees the child’s growth and behavior in reference to a time schedule, and although not all maturational sequences can be said to develop at the same rate in all children, the important evidence for maturational processes is their relationship to clear chronological age differences. A number of the characteristics of MBD children who are in elementary school would be far less visible were they to appear in the first two years of life, although problems of degree and frequency might well have set the children apart even then. For example, the 18-month-old is described by Gesell as hyperactive: . . . charged with run-about compulsion . . . he lugs, tugs, dumps, pushes, The work of Gesell and Ilg