Attitudes toward mental retardation and eugenics: The role of formal education and experience
Attitudes toward mental retardation and eugenics: The role of formal education and experience
复制标题
对智力低下和优生学的态度：正规教育和经验的作用
DOI：
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发表时间：
1995
期刊：
影响因子：
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通讯作者：
J. Mulick
中科院分区：
文献类型：
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作者：
F. H. Kobe;J. Mulick
为了确定直接的客户接触和教育经历是否可以改变对精神发育迟滞和优生学的态度，我们完成了一个前测后测的态度措施，37名大学水平的学生参加了为期10周的心理学入门课程的精神发育迟滞。心理测量学验证量表对智力迟钝和优生学的态度（Antonak，Fiedler，& Mulick，1993）的结果表明，虽然学生报告的自我报告的知识显着增加智力迟钝，优生学的态度得分没有显着变化。数据表明，虽然结构化的教育经验和直接接触可能会提高知识的精神发育迟滞，它对基本的态度和信念的影响不大，精神发育迟滞和优生学。
In an effort to determine if direct client contact and educational experience could alter attitudes toward mental retardation and eugenics, we completed a pre-test-post-test attitude measure with 37 university-level students enrolled in a 10-week introductory course in the psychology of mental retardation. Results from the psychometrically validated Scale of Attitudes Toward Mental Retardation and Eugenics (Antonak, Fiedler, & Mulick, 1993) indicated that although students reported a significant increase in self-reported knowledge about mental retardation, there was no significant change in eugenics attitude scores. The data suggest that while structured educational experience and direct contact may improve knowledge about mental retardation, it has little influence on fundamental attitudes and beliefs about mental retardation and eugenics.
关于精神发育迟滞的误解。
DOI：
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发表时间：
1989
期刊：
Mental retardation
影响因子：
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作者：
Antonak,RF;Fiedler,CR;Mulick,JA
通讯作者：
Mulick,JA