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| Margolis, Howard | 8 |
| Brannigan, Gary G. | 1 |
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| Journal Articles | 4 |
| Reports - Research | 3 |
| Guides - Non-Classroom | 1 |
| Information Analyses | 1 |
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| Practitioners | 1 |
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Peer reviewedMargolis, Howard; And Others – Journal of Experimental Child Psychology, 1980
Egeland and Weinberg's contention that form F of the Matching Familiar Figures Test (MFF) is inappropriate for kindergarten children is examined. Subjects were 85 kindergarten children. (MP)
Descriptors: Conceptual Tempo, Early Childhood Education, Hypothesis Testing, Kindergarten Children
Peer reviewedMargolis, Howard; And Others – Journal of Special Education, 1978
Investigated was whether the visual discrimination performances of 16 primary-grade, conceptually impulsive school children could be modified by altering the directions and administration procedures of a visual discrimination match-to-sample test. (Author/JYC)
Descriptors: Conceptual Tempo, Exceptional Child Research, Learning Disabilities, Perception Tests
Peer reviewedMargolis, Howard; Brannigan, Gary G. – Journal of Educational Research, 1978
Tests indicated that kindergarten children with impulsive conceptual tempos performed significantly lower on several measures of achievement and reasoning ability than did children with reflective tempos. (Editor)
Descriptors: Cognitive Style, Conceptual Tempo, Individual Differences, Kindergarten
Peer reviewedMargolis, Howard; And Others – Journal of Reading Behavior, 1978
This study ascertained the effects of kindergarten conceptual tempo classification on middle of first-grade reading performance and compared the results obtained using a double median split classification procedure to those obtained by computing a standard score response time and error composite for each child. (HOD)
Descriptors: Conceptual Tempo, Elementary Education, Grade 1, Kindergarten Children
Peer reviewedMargolis, Howard; And Others – Elementary School Journal, 1977
Cites studies showing that impulsive children can perform more reflectively with respect to response time and/or accuracy if exposed to reflective models, self-verbalization strategies, increased concern over performance accuracy, and training in attention deployment, delay of response and visual discrimination. (BF/JH)
Descriptors: Attention Control, Conceptual Tempo, Early Childhood Education, Feedback
Peer reviewedMargolis, Howard – Journal of Psychology, 1976
Revealed that "reflective" children performed better than "impulsive" children on a test of reading readiness when verbal IQ was held constant and on a test of auditory-visual integration. (KS)
Descriptors: Auditory Perception, Conceptual Tempo, Educational Research, Kindergarten Children
Peer reviewedMargolis, Howard; And Others – Journal of School Psychology, 1982
Examined utility of tests for predicting academic achievement of impulsive and reflective first graders. Analyses revealed that for three of the five criterion variables, the optimal equations for predicting the achievement scores differed for impulsives and reflectives. With the same predictor scores, predicted achievement of impulsive and…
Descriptors: Academic Achievement, Achievement Tests, Conceptual Tempo, Elementary Education
Peer reviewedMargolis, Howard – International Journal of Disability, Development and Education, 1990
This article describes common forms of relaxation training that can be used with at-risk or exceptional students in remedial, special education, or regular settings. In addition to reviewing salient research assessing the effects of relaxation training on reading achievement, attention, hyperactivity, impulsivity, self-concept, stress, and…
Descriptors: Academic Achievement, Anxiety, Attention Control, Behavior Change
