• 作者： 陳榮華
• 作者服務機構： 師範大學教育系
• 中文摘要： 本賓驗的目的，係藉 Alpha rhythm 的制約反應來比較低能兒童組與普通兒童組在古典的制約學習成效上之差異。18位低能見童的平均IQ為67.27，標準差是7.93；CA的平均數是142個月，標準差是20個月。18位普通兒童 CA 的平均數是138個月，標準差是15個月。 先呈現 CS（1,000 cps, 60db　的聲音）1秒鐘之後，再呈現 UCS（6w光）2秒鐘（聲、光重疊）。此等刺激時間之斷接，完全用 Electronic Timer 自動控制。所用的腦波計是 Offner TypeT 8 Channel EEG。Alpha rhythm 是測自頭皮上左右兩腦半球之中心部，顱頂部，後頭部，後側頭部等四個部位，採用雙極透導怯，一次記錄六條電路。（左右各三條） 每一位受試都受20次「制約性試驗」，其中插入3次「檢驗性試驗」（各稱 ）； 之後再給予 8 次「消滅性試驗」。 根據在消滅性試驗中所建立成功之 CR 次數，和在「制約性試驗」中所得「預期反應「次數，以及三次「檢驗性試驗」（ ）中，Alpha 波振幅制約成效比率值的分析結果，得知：(1)雖然在兩組兒童中能以聲音為 CS 而建立 Alpha block 制約反應之人數比率都很高，但是在α波振幅的制約成效比率值方面，低能兒童組顯然地不如普通兒童組。（P＜0.01） (2)在建立成功的 及「預期反應」之次數方面，也是顯然地低能兒童組少於普通兒童組。（P＜0.01）(3)制約性嘗試的次數愈多，制約成效愈不理想。即 的制約效果遠不如 之效果。 總而言之，本研究之結果，不能同意其他若干歐美學老者所得之實驗結論：「在古典的制約學習上，低能兒童也和普通兒童一樣可以學得好。」這種不同的結論，或許是由於實驗方法之差異所致。蓋他們所使用的是防衛性古典制約，係屬於「感覺－－－動作制約」之一類，而筆者現在所用的是「感覺－－－感覺制約」方式。關於後一類的制約方式，現在還很少人用諸於低能見童之學習能力的研究。故究竟低能兒童在這一種學習方式上之效果較差之原因何在？亟待進一步之探討。
• 英文摘要： Conditioning of the alpha block to a tone was administered to two groups of 18normal and 18 retarded children in order to compare their difference in condition-ability. In addition, the relationship between the number of conditioning trials andthe strength of conditioning was studied. The retarded children had a mean IQ of67.27 with an SD of 7.93. Their mean CA was 142 months with an SD of 20. Thenormals had a mean CA of 138 months with an SD of 15. The CS was a tone (1000 cps. 60 db, through earphones) lasting 3 seconds, andthe UCS was a light of 6W and 2-seconds duration just above epe level one meteraway. Both CS and UCS were controlled by electronic timers with an interval ofone second between them. The alpha rhythm was recorded by an eight-channelOFFNER TYPE T EEG. The electrodes were mounted on the central, parietal,occipital and posterior-temporal regions with bipolar technique. The rest of the twochannels were used to record the stimulus presentations. Analyses of the ratios of the mean alpha amplitude on each of three test trials( ) to that on the control trial (tone alone) and the number of CRsrevealed the following: (1) Retarded children were conditioned not so well asnormal children in terms of the ratio of suppression of the alpha amplitude (P＜0.01).(2) The strength of conditioning in terms of the numbers of CRs and anticipatoryresponses was lower in the retarded children than in the normals. (3) Furtheranalysis of the main effect (conditioning trials) reveals that the number of condition-ing trials was inversely related to the strength of conditioning for both normal andretarded children.
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