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| Journal of Genetic Psychology | 3 |
| Exceptional Education… | 1 |
| Journal of Abnormal Child… | 1 |
| Journal of Consulting and… | 1 |
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| Finch, A. J., Jr. | 6 |
| Kendall, Philip C. | 1 |
| Montgomery, L. E. | 1 |
| Spirito, Anthony | 1 |
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| Information Analyses | 1 |
| Journal Articles | 1 |
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Peer reviewedFinch, A. J., Jr.; And Others – Journal of Genetic Psychology, 1976
Descriptors: Achievement Need, Conceptual Tempo, Elementary Secondary Education, Emotional Disturbances
Peer reviewedFinch, A. J., Jr.; And Others – Journal of Genetic Psychology, 1974
Descriptors: Cognitive Processes, Conceptual Tempo, Emotional Disturbances, Handicapped Children
Peer reviewedMontgomery, L. E.; Finch, A. J., Jr. – Journal of Genetic Psychology, 1975
Investigated the hypothesis that emotionally disturbed children employing an impulsive cognitive style would exhibit externalization of conflict, while those employing a reflective cognitive style would exhibit internalization of conflict. (SDH)
Descriptors: Change Strategies, Cognitive Processes, Conceptual Tempo, Emotional Disturbances
Peer reviewedFinch, A. J., Jr.; And Others – Journal of Abnormal Child Psychology, 1975
In order to determine the relative effectiveness of verbal self-instructions and training to delay before responding in modifying an impulsive cognitive style, 15 impulsive emotionally disturbed boys were assigned to one of three groups. (Author)
Descriptors: Attention Control, Behavior Change, Conceptual Tempo, Elementary Secondary Education
Finch, A. J., Jr.; Spirito, Anthony – Exceptional Education Quarterly: Teaching Exceptional Children to Use Cognitive Strategies, 1980
The article examines the reflective versus the impulsive cognitive styles and the implications of these styles for special education teachers. (PHR)
Descriptors: Cognitive Development, Cognitive Processes, Cognitive Style, Conceptual Tempo
Peer reviewedKendall, Philip C.; Finch, A. J., Jr. – Journal of Consulting and Clinical Psychology, 1976
A 9-year-old impulsive boy was treated with a combination of verbal self-instructions and response cost. The program was sequentially applied to inappropriate "switches" in each of three target behaviors (topics, games, rules) according to a multiple baseline design. Positive change in all of the target behaviors was evident at posttreatment.…
Descriptors: Behavior Change, Behavior Patterns, Behavior Problems, Case Studies
