In this study, a sample (N = 55) of preservice elementary teachers were asked what it takes to be good at math and whether or not they seem themselves as 'do-ers' of math. An examination of their responses to both a Likert Scale and corresponding open-ended questions revealed five key themes: "having a good attitude, being a good student,…

Recent factor analytic studies in Attention-Deficit/Hyperactivity Disorder (ADHD) have shown that hierarchical models provide a better fit of ADHD symptoms than correlated models. A hierarchical model includes a general ADHD factor and specific factors for inattention, and hyperactivity/impulsivity. The aim of this 12-month longitudinal study was…

Heeding Hillard's call for teachers to crack the walls of the matrix (inequitable schooling), this qualitative case study used Bronfenbrenner's ecological systems theory as a theoretical lens and methodological tool to investigate the reflections of three elementary pre-service teachers. The first research question examined participants'…

Two types of problems similar to those on the Matching Familiar Figures Test were presented to 61 fourth graders. Results indicated that long or short decision time is a consistent trait related to preferred strategy of perceptual analysis, and accuracy depends on compatability between that strategy and specific task requirements. (Author/JMB)

Children (grades 3-5) were given the Matching Familiar Figures (MFF) test, rated on the Behavioral Rating Scale of Self Control, and observed while eating. Behavioral ratings were related to one aspect of obese eating style, with impulsive children exhibiting fewer interruptive behaviors while eating. MFF results did not correlate with eating…

To examine the relationship between reflection-impulsivity and creativity in hearing impaired and unimpaired elementary children, 26 hearing impaired and 16 hearing children (8-13 years old) were administered the Matching Familiar Figures Test and the Torrance Tests of Creative Thinking. Correlation coefficients were calculated to examine the…

Pleasure associated with cognitive mastery was studied in relation to conceptual tempo in third- and fourth-grade boys and girls. nAuthor/JMB)

The paper reviews research dealing with the process of reflective abstraction, analysis and modification of one's own behavior, in learning disabled students. A study was conducted to test the hypothesis that children with a working memory of three pieces of information, who are inclined to employ self-terminating processing strategies because of…

Thirty-four boys and 30 girls in grades 2 and 3 were given a measure of conceptual tempo (the Design Recall Test) and a measure of level of aspiration. (Author/CL)

Differences in the rates of visual information-processing in 8- and 10-year-old reflective and impulsive children were measured. (JMB)

The effect of the Feingold diet (elimination of artificial colors, flavors, or foods with natural salicylates to reduce hyperactivity) on the reading achievement scores, behavior, and impulsivity/reflectivity of 13 children (ages 6 to 12 years) was evaluated. Six months after the experimental group adopted the Feingold diet there were no…

Boys, ages 6, 8, and 10, were classified with regard to conceptual tempo and were presented with cartoon stimuli varying in cognitive complexity and level of affectivity. The results indicate that reflective subjects generally displayed the highest comprehension scores while impulsive subjects displayed the greatest spontaneous mirth. (JMB)

Selective attention was assessed in second, fourth, and sixth grade reflective and impulsive children with an incidental learning task. By the sixth grade, reflective children displayed less incidental learning and greater central learning but impulsive children did not appear to attend selectively. (Author/CS)

Multivariate analyses, followed by univariate tests, indicated that the normal children increased in sustained attention efficiency with age to both visual and auditory stimuli. Hyperactive children (9-14 years old) increased in sustained attention efficiency with age to auditory but not visual stimuli. (Author)

The Matching Familiar Figures Test was administered to 8- to 9- and 10- to 11-year-old learning disabled (N=30) and normal (N=30) boys. Time and error data were analyzed separately and in combination to yield two additional variables: impulsivity and efficiency. (Author)