Get 20M+ Full-Text Papers For Less Than $1.50/day. Start a 14-Day Trial for You or Your Team.

Learn More →

Modification of an impulsive cognitive tempo in emotionally disturbed boys

Modification of an impulsive cognitive tempo in emotionally disturbed boys In order to determine the relative effectiveness of verbal selfinstructions and training to delay before responding in modifying an impulsive cognitive style, 15 impulsive emotionally disturbed boys were assigned to one of three groups. The cognitivetraining group was given practice in verbal selfinstructions, the delay-training group received practice in delaying before responding, and the control group received no training. Posttreatment scores on the Matching Familiar Figures Test showed a significant increase in latencies for both the cognitive and delaytraining groups. However, only the cognitive training group, which had received practice in verbal self instructions, made fewer errors following training. Implications for future research and potential treatment strategies for verbal selfinstructions are discussed. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Journal of Abnormal Child Psychology Springer Journals

Modification of an impulsive cognitive tempo in emotionally disturbed boys

Loading next page...
 
/lp/springer-journals/modification-of-an-impulsive-cognitive-tempo-in-emotionally-disturbed-VvkHOg0wug

References (9)

Publisher
Springer Journals
Copyright
Copyright
Subject
Psychology; Child and School Psychology; Neurosciences; Public Health
ISSN
0091-0627
eISSN
1573-2835
DOI
10.1007/BF00916030
Publisher site
See Article on Publisher Site

Abstract

In order to determine the relative effectiveness of verbal selfinstructions and training to delay before responding in modifying an impulsive cognitive style, 15 impulsive emotionally disturbed boys were assigned to one of three groups. The cognitivetraining group was given practice in verbal selfinstructions, the delay-training group received practice in delaying before responding, and the control group received no training. Posttreatment scores on the Matching Familiar Figures Test showed a significant increase in latencies for both the cognitive and delaytraining groups. However, only the cognitive training group, which had received practice in verbal self instructions, made fewer errors following training. Implications for future research and potential treatment strategies for verbal selfinstructions are discussed.

Journal

Journal of Abnormal Child PsychologySpringer Journals

Published: Dec 16, 2004

There are no references for this article.