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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 of Abnormal Child Psychology – Springer Journals
Published: Dec 16, 2004
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