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| Visual Discrimination | 7 |
| Conceptual Tempo | 6 |
| Reaction Time | 4 |
| Cognitive Processes | 2 |
| Cognitive Style | 2 |
| Grade 1 | 2 |
| Preschool Children | 2 |
| Sex Differences | 2 |
| Training | 2 |
| Transfer of Training | 2 |
| Visual Stimuli | 2 |
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Author
| Bender, Nila N. | 1 |
| Brannigan, Gary G. | 1 |
| Butter, Eliot J. | 1 |
| Egeland, Byron | 1 |
| Gaines, Pamela Dianne | 1 |
| Green, Herman G. | 1 |
| Siegel, Alexander W. | 1 |
Publication Type
| Journal Articles | 3 |
| Reports - Research | 3 |
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| Matching Familiar Figures Test | 7 |
| Illinois Test of… | 1 |
| Wechsler Intelligence Scale… | 1 |
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Peer reviewedEgeland, Byron – Child Development, 1974
Impulsive second grade, inner-city children, were trained to improve their search strategies on visual discrimination tasks. Groups with training improved their search strategies, while the untrained control group did not. (ST)
Descriptors: Conceptual Tempo, Discrimination Learning, Elementary School Students, Training
Peer reviewedBrannigan, Gary G.; And Others – Journal of Personality Assessment, 1980
Performance on the Wechsler Intelligence Scale for Children-Revised was compared for reflective and impulsive children, aged 8-11. Reflective children scored higher on the attention-concentration and visual organization subtests. There were no significant differences in verbal comprehension. (Author/GDC)
Descriptors: Attention, Conceptual Tempo, Intelligence, Intelligence Differences
Peer reviewedGreen, Herman G. – Journal of Psychology, 1980
Explored the relationship among conceptual tempo, age, sex, and performance of preschool children on the visual association subtest of the Illinois Test of Psycholinguistic Abilities. (Author/DB)
Descriptors: Age Differences, Conceptual Tempo, Error Patterns, Performance
Peer reviewedBender, Nila N. – Journal of Educational Psychology, 1976
Verbal self-instruction was employed in training impulsive first-grade children to perform visual discrimination matching tasks. Posttests, following the four training conditions, showed that while strategy training increased latency, self verbalization both increased latency and reduced errors. (Author/DEP)
Descriptors: Comparative Analysis, Grade 1, Instructional Innovation, Reaction Time
Download full textSiegel, Alexander W.; And Others – 1973
The reflection-impulsivity (R-I) dimension of individual variation incognitive processes is discussed. A literature review focuses on studies that have supported the validity of the R-I dimension as a concept, and studies providing evidence of a direct relationship between the R-I dimension and visual scanningstrategies. This study compares the…
Descriptors: Blacks, Cognitive Processes, Conceptual Tempo, Individual Differences
Peer reviewedButter, Eliot J. – Journal of Educational Psychology, 1979
Children were individually administered the Matching Familiar Figures (MFF) Test and the Haptic Matching Task. Impulsives received either reflective scanning strategy training or control procedures and were retested. Visual training decreased errors only on the MFF and increased latency on both tasks. Haptic training decreased errors and increased…
Descriptors: Cognitive Style, Conceptual Tempo, Elementary Education, Learning Modalities
Gaines, Pamela Dianne – 1971
Two techniques were used to modify an impulsive conceptual tempo on a 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 the…
Descriptors: Behavioral Science Research, Cognitive Development, Cognitive Processes, Cognitive Style
