Two improvement strategies designed to modify children's impulsive tempos were developed and transformed into task exercises. Results indicated that enriching redundancy and enlarging variations in cognitive processes enable the impulsive child to assimilate information and therefore deal more effectively with reality. (Author/PC)

From a population of 20 children, the treatment group received six sessions of verbal self-instructions via modeling with response-cost contingent upon efforts during training, and controls received similar training without specific treatment. Two self-report measures and teacher and staff ratings of locus of conflict did not show treatment…

Forty reflective and 40 impulsive children were assigned to one of four treatment conditions. The learning task employed a list of 25 familiar objects, five instances from each of five categories. The four treatments were Randomized-No Instructions, Randomized-Instructed, Blocked-No Instructions, and Blocked-Instructed. Results support earlier…

Piaget's and Kohlberg's interview and scoring methods for assessing moral judgment in children were empirically compared. Based on cognitive development and social learning theories, six hypotheses were tested on 139 elementary school children. After being interviewed, the children participated in a moral conduct task. Multiple linear regressions…

Rotter's social learning theory was used as a basis for studying the effects of locus of control on the frequency of the responses of undesirable behaviors. Subjects, 12 fifth graders who had operant levels higher than desirable were monitored by either themselves, a peer, or by no agent for a period of eight weeks. Classes of behaviors…