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Reliability of the Matching Familiar Figures Test Scores of Learning Disabled Children
Peer reviewed Peer reviewed
Epstein, Michael H.; And Others – Perceptual and Motor Skills, 1977
The reliability of the Matching Familiar Figures Test, a measure of reflection-impulsivity, with 20 impulsive learning disabled boys (mean age 10 years) was investigated. nAuthor)
Descriptors: Conceptual Tempo, Elementary Education, Exceptional Child Research, Learning Disabilities
Response Patterns of Children with Learning Disabilities: Is Impulsivity a Stable Response Style?
Peer reviewed Peer reviewed
Harrison, Kelley A.; Romanczyk, Raymond G. – Journal of Learning Disabilities, 1991
Twenty-two elementary-aged children with reading difficulties were administered multiple assessments, including the Matching Familiar Figures Test (MFFT), Simple Reaction Time, and Complex Reaction Time. Results did not support a relationship between impulsivity, as measured by the MFFT, and academic progress in a classroom setting. (Author/JDD)
Descriptors: Academic Achievement, Conceptual Tempo, Elementary Education, Learning Disabilities
The Relationship of Cognitive Tempo to Achievement in LD Children.
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Loper, Ann B.; Hallahan, Daniel P. – 1979
The relationship between academic performance and cognitive tempo as measured by the Matching Familiar Figures Test (MFF) was investigated in 66 learning disabled children (ages 7 to 12 years). Results of a simple correlation analysis indicated the test to be a sensitive predictor of achievement; however, this relationship was substantially…
Descriptors: Academic Achievement, Cognitive Style, Cognitive Tests, Conceptual Tempo
Measuring Impulsivity-Reflection: A Critical Review.
Peer reviewed Peer reviewed
Becker, Laurence D.; And Others – Journal of Learning Disabilities, 1978
The study involving 371 first graders in the initial sample and 206 in the follow-up evaluated the reliability and validity of the Matching Familiar Figures Test for its possible use in diagnosing the learning problems of young children, who may need special educational services. (Author/SBH)
Descriptors: Conceptual Tempo, Early Childhood Education, Educational Diagnosis, Exceptional Child Research
Focal and Incidental Learning to Visually and Auditorily Presented Material in Learning Disabled and Normal Children at Two Age Levels.
Quay, Lorene C.; Weld, Gary L. – 1977
Research on selective attention in learning disabled (LD) children is reviewed, and a study comparing the selective attention performance of 60 7-and 12-year-old LD and normal children to visual and auditory stimuli is reported. Each S was tested for focal and incidental memory individually in either the auditory or visual mode of stimulus…
Descriptors: Age Differences, Attention, Aural Learning, Children