A Study of Impulsivity in Low-Achieving and High-Achieving Boys from Lower Income Homes. Final Report.

Autor/in	Cohen, Shirley
Institution	Columbia Univ., New York, NY. Teachers College.
Titel	A Study of Impulsivity in Low-Achieving and High-Achieving Boys from Lower Income Homes. Final Report.
Quelle	(1969), (75 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Achievement Tests; Analysis of Variance; Behavior Patterns; Cognitive Development; Cognitive Tests; Correlation; Disadvantaged Youth; Grade 3; Grade 5; High Achievement; Intelligence Tests; Low Achievement; Low Income Groups; Test Results; Matching Familiar Figures Test; Stroop Color Word Test + Suchen Sie Ihr Suchwort? Schulleistung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Kognitive Entwicklung; Kognitiver Fähigkeitstest; Korrelation; Benachteiligter Jugendlicher; School year 03; 3. Schuljahr; Schuljahr 03; School year 05; 5. Schuljahr; Schuljahr 05; Intelligence test; Intelligenztest; Unterdurchschnittliche Leistung
Abstract	The purpose of this study was to explore the concept of impulsivity as a stylistic dimension affecting cognitive behavior, and whether impulsivity operates as a comprehensive, inflexible orientation in low achievers more than in high achievers. The Matching Familiar Figures Test, the Porteus Maze Test, and the Stroop Color-Word Test were used to assess impulsivity in 240 lower class, disadvantaged, third and fifth grade children. Analysis of variance and of covariance with IQ control were used to study the effects of achievement, age, and instructional sets; correlational analysis was used to examine the relationship between test indices. Among the conclusions of the study were that: (1) low achieving lower class boys are more impulsive in their approach to cognitive tasks than are high achieving lower class boys; (2) cognitive tasks could be temporarily modified by instructions, but such modification does not necessarily result in changes in performance level; (3) low achievers were found to be more consistent in style than high achievers, but there was no evidence to support the hypothesis that the former were more inflexible in approach than the latter; (4) there was moderate consistency in style of approach to cognitive tasks as measured by the tests; and (5) no over-all differences in style were found between the age-grade groups. (RJ)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC