NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 6 results Save | Export
Reliability of the Matching Familiar Figures Test Scores of Learning Disabled Children
Peer reviewed Peer reviewed
Epstein, Michael H.; And Others – Perceptual and Motor Skills, 1977
The reliability of the Matching Familiar Figures Test, a measure of reflection-impulsivity, with 20 impulsive learning disabled boys (mean age 10 years) was investigated. nAuthor)
Descriptors: Conceptual Tempo, Elementary Education, Exceptional Child Research, Learning Disabilities
The Concurrent Validity of a Behavioral Rating Scale for Assessing Attention Deficit Disorder (DSM III) in Learning Disabled Children.
Peer reviewed Peer reviewed
Ozawa, Joseph P.; Michael, William B. – Educational and Psychological Measurement, 1983
The Ozawa Behavioral Rating Scale contains six items related to distractibility and nine items related to impulsivity. This validity study showed that the Scale shows statistically significant relationships with the Wechsler Intelligence Scale for Children--Revised and the Matching Familiar Figures Test and may be appropriate for identifying…
Descriptors: Attention Deficit Disorders, Behavior Rating Scales, Disability Identification, Educational Diagnosis
Are Learning Disabled Children More Impulsive? A Comparison of Learning Disabled and Normal-Achieving Children on Kagan's Matching Familiar Figures Test.
Peer reviewed Peer reviewed
Nagle, Richard J.; Thwaite, Ben C. – Psychology in the Schools, 1979
Compared the performance of learning disabled and normal-achieving third- and fourth-grade children on Kagan's Matching Familiar Figures Test to determine group differences along the impulsivity-reflection dimension. Overall results suggest that learning disabled children are not more impulsive but rather use poor strategic behavior in processing…
Descriptors: Behavior Patterns, Cognitive Processes, Cognitive Style, Elementary Education
Response Patterns of Children with Learning Disabilities: Is Impulsivity a Stable Response Style?
Peer reviewed Peer reviewed
Harrison, Kelley A.; Romanczyk, Raymond G. – Journal of Learning Disabilities, 1991
Twenty-two elementary-aged children with reading difficulties were administered multiple assessments, including the Matching Familiar Figures Test (MFFT), Simple Reaction Time, and Complex Reaction Time. Results did not support a relationship between impulsivity, as measured by the MFFT, and academic progress in a classroom setting. (Author/JDD)
Descriptors: Academic Achievement, Conceptual Tempo, Elementary Education, Learning Disabilities
The Relationship of Cognitive Tempo to Achievement in LD Children.
PDF on ERIC Download full text
Loper, Ann B.; Hallahan, Daniel P. – 1979
The relationship between academic performance and cognitive tempo as measured by the Matching Familiar Figures Test (MFF) was investigated in 66 learning disabled children (ages 7 to 12 years). Results of a simple correlation analysis indicated the test to be a sensitive predictor of achievement; however, this relationship was substantially…
Descriptors: Academic Achievement, Cognitive Style, Cognitive Tests, Conceptual Tempo
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