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REFLECTION-IMPULSIVITY IN KINDERGARTEN CHILDREN

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Developmental and Educational Neuropsychology Early Childhood Education and Development Learning Styles and Cognitive Differences

Abstract

Reflection-impulsivity in kindergarten children was measured in both evaluational and permissive testing contexts, and with versions of the standard tests as well as with several procedures which lacked the matching-to-sample requirement these have in common. Individual differences in this cognitive style were reliable across variations in test content and testing atmosphere. Internal analyses appeared to eliminate 1 plausible alternative, anxiety over the possible inadequacy of performance, as a determinant of impulsive responding, and to demonstrate that situational as well as stylistic variables affect the rate of decision making in these tasks.

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References

1957Two Factor Index of Social Position 1964Information processing in the child: Significance of analytic and reflective attitudes.2010Peabody Picture Vocabulary Test 1965REFLECTION-IMPULSIVITY AND READING ABILITY IN PRIMARY GRADE CHILDREN 1963Psychological Significance of Styles of Conceptualization

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1988Does Head Start work? A 1-year follow-up comparison of disadvantaged children attending Head Start, no preschool, and other preschool programs.1968CREATIVITY IN YOUNG CHILDREN 1976Some Methodological Problems in Reflection-Impulsivity Research 1970THE EFFECT OF ANXIETY OVER INTELLECTUAL PERFORMANCE ON REFLECTION-IMPULSIVITY IN CHILDREN 1979Developing Nonimpulsive Behavior in Children: Cognitive-Behavioral Strategies for Self-Control 1973Reflection and Impulsivity as Determinants of Conceptual Strategy 1978The relationship of impulse control to parent hearing status, manual communication, and academic achievement in deaf children.1971CONCEPTUAL TEMPO IN YOUNG GRADE-SCHOOL CHILDREN

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