Impulsive cognitive tempo in severe and mild learning disabled children

Michael H. Epstein, Douglas Cullinan, Les Sternberg

Research output: Contribution to journalArticle

10 Citations (Scopus)

Abstract

The purpose of the study was to compare the performance of severe and mild learning disabled children to normal children on a problem‐solving task. The three types of children were assessed on the Matching Familiar Figures task, which provides a measure of impulsivity during problem‐solving tasks. Results indicated that on the MFF, LD children, as a group, were more impulsive than normal children, and severe LD were more impulsive than mild LD children. Impulsivity scores were correlated with reading achievement, indicating a relationship between problem‐solving strategy and academic performance. Educational implications are discussed regarding the usefulness of the reflection‐impulsivity dimension in the area of learning disabilities and the applicability of the MFF as a diagnostic and evaluative measure.

Original languageEnglish (US)
Pages (from-to)290-294
Number of pages5
JournalPsychology in the Schools
Volume14
Issue number3
DOIs
StatePublished - Jul 1977

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Disabled Children
Learning
Impulsive Behavior
learning
Learning Disorders
Reading
learning disability
performance
diagnostic
Group

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

Cite this

Impulsive cognitive tempo in severe and mild learning disabled children. / Epstein, Michael H.; Cullinan, Douglas; Sternberg, Les.

In: Psychology in the Schools, Vol. 14, No. 3, 07.1977, p. 290-294.

Research output: Contribution to journalArticle

Epstein, Michael H. ; Cullinan, Douglas ; Sternberg, Les. / Impulsive cognitive tempo in severe and mild learning disabled children. In: Psychology in the Schools. 1977 ; Vol. 14, No. 3. pp. 290-294.
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