Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 0 |
| Since 2006 (last 20 years) | 1 |
Descriptor
Source
| Journal of Genetic Psychology | 18 |
Author
Publication Type
| Journal Articles | 4 |
| Reports - Research | 3 |
| Reports - Evaluative | 1 |
Education Level
| Grade 7 | 1 |
| Middle Schools | 1 |
Audience
Laws, Policies, & Programs
Assessments and Surveys
| Matching Familiar Figures Test | 3 |
| Kaufman Brief Intelligence… | 1 |
| SRA Primary Mental Abilities… | 1 |
| Stanford Binet Intelligence… | 1 |
What Works Clearinghouse Rating
Direct linkAran-Filippetti, Vanessa; Richaud de Minzi, Maria Cristina – Journal of Genetic Psychology, 2012
Socioeconomic status (SES) is a well-known predictor of cognitive achievement and executive functioning, although the underlying cognitive mediating processes remain unclear. The authors analyze the association between different socioeconomic indicators and the executive functions (EF) of schoolchildren and the possible cognitive mediating factors…
Descriptors: Academic Achievement, Intelligence Tests, Intelligence, Intervention
Peer reviewedMollick, Lynn R.; Messer, Stanley B. – Journal of Genetic Psychology, 1978
Examines the correlation between reflection-impulsivity scores on the Matching Familiar Figures (MFF) test and scores on the WISC and CTMM intelligence tests. Subjects were 53 ten-year-old girls. Results were discussed in terms of certain characteristics of the tests used and in terms of the age of the subjects. (BD)
Descriptors: Comparative Analysis, Conceptual Tempo, Elementary School Students, Intelligence Tests
Peer reviewedBjorklund, 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
Peer reviewedCairns, Ed – Journal of Genetic Psychology, 1978
Examines the possible changes in Matching Familiar Figures (MFF) response times and errors associated with age. The subjects were 23 boys and girls aged 5-13. (MP)
Descriptors: Age, Conceptual Tempo, Elementary School Students, Error Patterns
Peer reviewedMassari, David J.; Massari, Jacqueline A. – Journal of Genetic Psychology, 1973
Accuracy measures of reflection-impulsivity for girls, but not for boys, suggest that at the preschool level, at least, these cognitive style dimensions are not functionally equivalent for both sexes. (Authors/CB)
Descriptors: Conceptual Tempo, Disadvantaged Youth, Intelligence Quotient, Measurement
Peer reviewedFinch, A. J., Jr.; And Others – Journal of Genetic Psychology, 1976
Descriptors: Achievement Need, Conceptual Tempo, Elementary Secondary Education, Emotional Disturbances
Peer reviewedMassari, David J. – Journal of Genetic Psychology, 1975
Tested the hypothesis that reflective children would be more field-dependent and more internal than their impulsive counterparts. Subjects were first- and third-grade black children. (Author/SDH)
Descriptors: Black Students, Conceptual Tempo, Locus of Control, Primary Education
Peer reviewedFinch, A. J., Jr.; And Others – Journal of Genetic Psychology, 1974
Descriptors: Cognitive Processes, Conceptual Tempo, Emotional Disturbances, Handicapped Children
Peer reviewedPitassi, Tullio David; Offenbach, Stuart I. – Journal of Genetic Psychology, 1978
Descriptors: Behavior Patterns, Conceptual Tempo, Elementary School Students, Reinforcement
Peer reviewedStrang, Harold R. – Journal of Genetic Psychology, 1974
An automated technique which included an answering time delay, audio-visual tutoring, and extrinsic reinforcement, attempted to change the conceptual tempo of sixth grade disadvantaged children. Results indicate the children did become more reflective in their thinking and responding. (ST)
Descriptors: Behavior Change, Conceptual Tempo, Disadvantaged Youth, Elementary School Students
Peer reviewedBerzonsky, Michael D.; And Others – Journal of Genetic Psychology, 1977
This study attempted to account for the differential effectiveness of an instructional film in modifying children's life concepts by considering individual differences in conceptual tempo. Eighty 6- to 7-year-old boys and girls showed significant decreases in animistic reasoning following an 11 minute film on life attribution. (MS)
Descriptors: Cognitive Development, Concept Formation, Conceptual Tempo, Elementary Education
Peer reviewedZern, David S.; And Others – Journal of Genetic Psychology, 1977
Descriptors: Adolescents, Behavior Patterns, Cognitive Style, Conceptual Tempo
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 reviewedLewis, Hilda P.; Livson, Norman – Journal of Genetic Psychology, 1977
Descriptors: Comparative Analysis, Conceptual Tempo, Elementary School Students, Individual Characteristics
Peer reviewedAyabe, Harold I. – Journal of Genetic Psychology, 1979
Investigates the linear and curvilinear relationship between reflection-impulsivity and locus of control among 51 third graders. (CM)
Descriptors: Conceptual Tempo, Elementary Education, Elementary School Students, Grade 3
Previous Page | Next Page ยป
Pages: 1 | 2
