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Direct linkWiersema, Jan R.; Roeyers, Herbert – Journal of Abnormal Child Psychology, 2009
As effortful control (EC), the self-regulation aspect of temperament, has been argued to play a key role in the normal and psychopathological course of development, research adding to the construct validity of EC is needed. In the current study, interrelations between the temperament construct of EC and the efficiency of the executive attention…
Descriptors: Hyperactivity, Construct Validity, Attention Deficit Disorders, Personality
Peer reviewedDouglas, Virginia I.; And Others – Journal of Abnormal Child Psychology, 1976
Modeling, self-verbalization, and self-reinforcement techniques were used to train 18 hyperactive children (6-10 years old) in more effective and less impulsive strategies for approaching cognitive tasks, academic problems, and social situations. (Author/SBH)
Descriptors: Behavior Change, Cognitive Development, Elementary Education, Exceptional Child Research
Peer reviewedCameron, Marie I.; Robinson, Viviane M. J. – Journal of Abnormal Child Psychology, 1980
The results suggest that cognitive training specifically designed to promote generalization to classroom tasks can improve the classroom behavior and academic achievement of hyperactive children. (Author)
Descriptors: Academic Achievement, Behavior Change, Cognitive Development, Elementary Education
