The Modification of Attentional Strategies in Children.

Abstract

Two techniques were used to modify an impulsive tempo on visual discrimination task. The subjects were 42 first grade white children who had previously been classified as impulsive or near-impulsive on the Matching Familiar FigureS Test given to 82 children. These subjects, who had scored above the median on errors and below-tile -median on latency, consisted of 21 boys and 21 girls who were randomly assigned to three conditions: forced delay of response, trained visual scanning, and a. control condition. Two training tasks were used during half hour training sessions for the experimental groups: the Haptic Visual Matching test and the Conceptual Styles Test. The results did not reach statistical significance, but indicated trend of increased response latency and decreased match-to-sample errors for both experimental manipulations. experimental groups, compared to the control group, modified impulsivity to some extent, especially for boys. Comparing the visual scanning training group with the forced-delay group, the former tended to increase latency .,lore, for the boys; there was no significant difference between the techniques in decreasing errors. THE MODIFICATION OF ATTENTIONAL STRATEGIES IN CEILDREN Pamela Dianne Gaines University of Michigan The present study brings together areas of research which investigate the development of perceptual and processes. The first area developed from the research conducted by Kagan and his associates (Kagan, In Krumboltz, 1965; Kagan, Moss, and Siegel, 1963; Kagan, 1966a; Kagan et. al., 1564) . These empirical accounts emphasize. the individual's characteristic or preferred way of perceiving, organizing, and interpreting stimuli within the environment, or one's cognitive style. Two components of are conceived: conceptual style and conceptual tempo. Certain individuals prefer.to categorize items on the basis of an objective similarity of parts (analytic responses or analytic style). An example of the analytic response to the question, Why do these go together?, would be, Both .people are holding the same item. In contrast to giving detailed analysis of stimuli, other individuals prefer to categorize items as complex wholes (non-analytiC, global responses). Some examples of non-analytic responses to the same question would include: two men',' or a dog and his dog house. Conceptual tempo, or the decision time variable has been defined in terms of reflection-impulsivity dimension (R-I). The R-I dimension is conceived as unitary variable, representing the individual's consistent tendency to give fast or slow initial responses after considering alternative solutions in problem solving tasks. The particular tasks are

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