Verbal Mediation in High-Active and Cognitively Impulsive Second Graders-Reference-Cited by-同舟云学术

Verbal Mediation in High-Active and Cognitively Impulsive Second Graders

Published:1984-10 Issue:8 Volume:17 Page:483-490
ISSN:0022-2194
Container-title:Journal of Learning Disabilities
language:en
Short-container-title:J Learn Disabil

Author:

Weithorn Corinne J.¹,Kagen Edward²

Affiliation:

1. Corinne J. Weithorn is professor and chairperson, Department of Educational and Community Programs, Queens College, Flushing, New York. She received her PhD in developmental psychology from City University of New York. Address: Dr. Weithorn. Department of Educational and Community Programs, Queens College, Flushing, New York 11367.

2. Edward Kagen is director of the Florence G. Heller-JWB Research Center, New York, New York. He received his PhD in educational psychology from City University of New York.

Abstract

Two problems associated with cognitive training programs using verbal mediation strategies are (a) noncomparability of samples and (b) the absence of base-line data documenting mediational deficiencies in target populations. The specific effects of high activity level (as assessed by a teacher's rating scale) and cognitive impulsivity (as assessed by the Matching Familiar Figures Test) on the production of relevant, task-directed verbalizations was examined in a group of 90 second graders. Impulsivity-reflectivity was found to be related to the production of both spontaneous and induced on-task verbalizations, but high activity level ratings were not.

Publisher

SAGE Publications

Subject

General Health Professions,Education,Health(social science)

Link

http://journals.sagepub.com/doi/pdf/10.1177/002221948401700809

Reference65 articles.

1. Cognitive Training Interventions in Children: Review of a New Approach

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1. Social-Emotional Development of Students with Learning Disabilities;Learning Disability Quarterly;1994-11

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3. High-Active Children and Achievement Tests: A two-year follow-up;Psychology in the Schools;1985-10

4. THE RELATIONSHIP OF ACTIVITY LEVEL RATINGS AND COGNITIVEIMPULSIVITY TO TASK PERFORMANCE AND ACADEMIC ACHIEVEMENT;Journal of Child Psychology and Psychiatry;1984-10