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Can Cognitive Impulsivity be Predicted from Classroom Behavior?
Peer reviewed Peer reviewed
Bjorklund, David F.; Butter, Eliot J. – Journal of Genetic Psychology, 1973
Investigated relationships between behavioral and cognitive impulsivity in children. Cognitive style was not predicted by classroom behavior, indicating that it may be a relatively independent dimension. (DP)
Descriptors: Behavior Patterns, Cognitive Style, Conceptual Tempo, Elementary School Students
Prediction of Adults' Reading Performance as a Function of Auditory and Visual Cognitive Styles and Intelligence.
Peer reviewed Peer reviewed
Butter, Eliot J.; Jeffcott, Ronald E. – Perceptual and Motor Skills, 1982
A new auditory measure of cognitive style (reflective-impulsive), a standard measure and intelligence scores were related to college students' reading performance. Only intelligence and errors on the auditory test contributed significantly to the variance of the reading measures. The importance of auditory factors in understanding adults' reading…
Descriptors: Cognitive Style, College Students, Conceptual Tempo, Correlation
Performance of Good and Poor Readers at Two Grade Levels on an Auditory Cognitive Style Task.
Peer reviewed Peer reviewed
Snyder, Frederick R.; Butter, Eliot J. – Contemporary Educational Psychology, 1985
The Auditory Cognitive Style Task (ACST) and an IQ measure were administered to 64 good and poor readers in the first and third grades. ACST results indicated that poor readers: (1) committed significantly more errors; (2) had shorter response latencies; and (3) demonstrated inefficient strategies for successful performance. (Author/BS)
Descriptors: Auditory Tests, Cognitive Style, Conceptual Tempo, High Achievement
Cognitive Style in Two Modalities: Vision and Audition
Peer reviewed Peer reviewed
Kennedy, Cynthia Bellows; Butter, Eliot J. – Journal of Educational Psychology, 1978
The Matching Familiar Figures Test and the Auditory Impulsivity Task were administered to 81 fourth-grade students. Fifty-five percent of the students maintained classifications as reflective, impulsive, fast-accurate, or slow-inaccurate across the two modalities, indicating that the two tasks measured different abilities. The authors suggest that…
Descriptors: Auditory Perception, Cognitive Style, Conceptual Tempo, Intermediate Grades
Visual and Haptic Training and Cross-Modal Transfer of Reflectivity.
Peer reviewed Peer reviewed
Butter, 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