To compare various cognitive treatment approaches for ameliorating difficulties of hyperactive children on tasks requiring sustained vigilance and accuracy, 48 hyperactive boys (mean age 9 years 4 months) were randomly assigned to one of four training conditions: inhibitory control training, attention training, combined training, or control. The…

The study examined the relationship between cognitive performance and the use of private speech in 20 learning disabled children, aged 81 to 108 months. Half of the children were hyperactive. Each child was given a series of cognitive tasks and played alone in a room for 7 minutes. Videotapes of the free play were later transcribed and coded…

The pilot study evaluated a 10-week academic cognitive training program in 12 stimulant-treated hyperactive boys (6-11 years old). Training components included self monitoring and self reinforcement of problem solving behaviors, the exclusive use of academic tasks and materials, and correspondence training. Significant improvement was found in…

Types and amount of private speech (aloud talking which is not addressed to another person) were assessed during the free play of 16 hyperactive and 16 non-hyperactive boys (6-10 years old). Verbalizations were coded into nine categories which denoted the boys' level of use of verbal control of their own behavior. Differences in amount and type of…

Modeling, self-verbalization, and self-reinforcement techniques were used to train 18 hyperactive children (6-10 years old) in more effective and less impulsive strategies for approaching cognitive tasks, academic problems, and social situations. (Author/SBH)

The relationship between interpersonal cognitive problem-solving (ICPS) skills and the behavioral adjustment of 30 hyperactive boys (from 5.5 to 12.5 years of age) was examined. Each S was individually administered two problem solving measures to assess alternative thinking and means-end thinking. The childrens' self-concept was also assessed and…

The results suggest that cognitive training specifically designed to promote generalization to classroom tasks can improve the classroom behavior and academic achievement of hyperactive children. (Author)

Explored evidence of perseveration, or the inability to shift from one mental activity to another, in three to seven year olds. In a visual task, perseveration was prominent for three year olds and absent for children over four. On a verbal fluency test, there were different results for three types of perseveration. (BC)

A scheme of classification is suggested for physicians faced with various prescriptions for remediation of children with learning disabilities. Three models of the causes of learning disability are suggested: (1) the difference model which stresses normal variability in the pattern of development of mental abilities; (2) the deficit model which…

The differences in performance on a variety of cognitive measures were studied in 67 learning disabled (LD) and normal elementary school children. Younger and older Ss were administered tests of conceptual sorting, central and incidental learning, and selective attention. Teacher ratings of classroom hyperactive behavior were also examined. LD Ss…

In addition to the prominent characteristics of high activity level, three other criteria are often used in identifying and understanding the hyperactive child. These criteria are impulsivity and cognitive tempo, cognitive immaturity and verbal mediation, and self-esteem. The purpose of this study was to demonstrate that third, fourth and fifth…

Analyzes a broad range of data examining the relationship among basic skill development, behavior problems, and later negative social development. Results strongly corroborate assumptions that low levels of basic skills at an early age are not per se a precursor of later maladjustment. Includes statistical data and tables. (MJP)

Thirty-two children who experienced difficulty in primary French immersion were compared to seven other groups of children matched for age and sex on a wide variety of language, perceptual, academic achievement, memory, motor, sensory and other tests to determine if there was anything unique in the profile of this group. The comparison groups…