The study involving 170 children (3-6 years old) investigated attention as a construct of three components and as an integrated cognitive process. Literature was reviewed which related to the components of attention, the development of a theoretical model which synthesizes attentional components with an ongoing process, the development of…

Reply by Jerome Kagan to a recent article by Block, Gjerde, and Block (1986) which questions the validity of the construct of reflection-impulsivity. Kagan alleges flaws in the logic of the authors' (Block, Gjerde, Block) position and in the inferences drawn from their data. (Author/RWB)

Responds to the arguments and evidence adduced by Kagan (1987) in his reply to the Block, Gjerde, and Block (1986) study questioning the validity of the Matching Familiar Figures Test (MFFT) as a measure of "reflection-impulsivity." (Author)

The paper reviews cognitive training studies with children showing behavioral, attentional, or cognitive problems. (Author)

Research on the effects of stimulant drugs on attention and cognitive deficits in children with hyperactivity is reviewed. Topics covered include: attention and impulsivity, paired associate learning, school achievement, and drug induced attention and cognitive deficits. (CL)

The article examines the reflective versus the impulsive cognitive styles and the implications of these styles for special education teachers. (PHR)

The literature on human aggression is large and diverse. Some of it is theory-driven, but much of it dwells on solving social problems rather than on building general models and research paradigms. This paper examines some of the research programs and theoretical emphases in aggression research and presents theory convergences to see how these…

The article reviews the research on cognitive behavior modification (CBM) training with exceptional learners and procedures which are similar to cognitive training. Areas covered include impulsive behavior, academic performance, and maintenance and transfer of training. (PHR)

The sex-differentiated socialization emphases of parents and other representatives of societal institutions are considered as they influence personality development and behavioral orientations. Such emphases, shaping behaviors, and teaching styles are evaluated with regard to the nature of "meta-messages" conveyed to children. (Author/RH)