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助人行为,作为亲社会行为的重要组成部分,现已得到广泛的关注和研究。但是,针对中度智力障碍儿童助人行为的研究项目,仍然十分缺乏。本文针对这一情况,采用实验的方法,抽取上海市两所辅读学校6至15岁中度智力障碍儿童为被试,将其按照低年级、中年级、高年级分为三组,每组25人,研究学龄期中度智力障碍儿童助人行为的发展。研究结果表明:学龄期中度智力障碍儿童助人行为的表现不存在性别差异;低年级与中年级、低年级与高年级的中度智力障碍儿童助人行为得分存在显著差异,其平均得分呈现递增趋势。
Helping behavior, as an important part of prosocial behavior, has received wide attention and research. However, research projects targeting children with moderate mental retardation are still lacking. In view of this situation, this study adopts the experimental method to select children with mental retardation of 6 to 15 years old from two supplementary schools in Shanghai as subjects, and divided them into three groups according to the lower grades, middle grades and senior grades, and each group Twenty-five people studied the development of helpful behaviors for children with mental retardation in school age. The results showed that there was no gender difference in the behavior of children with mental retardation in school age. There was a significant difference in the help-behavior scores of children with mental retardation between the lower grades and the middle grades, the lower grades and the senior grades, and the average score showed an increasing trend.