Classroom behavior of reflective and impulsive children

Moore, Melvin G.; Haskins, Ron; McKinney, James D.

doi:10.1016/0193-3973(80)90062-3

Cited by 11 publications

(2 citation statements)

References 18 publications

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“…This is not to say that MFFT performance can be predicted from general classroom behavior. In fact, the contrary has been found (Bentler & McClain, 1976;Bjorklund & Butter, 1973;Moore, Haskins, & McKinney, 1980). What the present findings imply is that when teachers are specifically asked to identify this type of cognitive problem-solving style in children, they can do so.…”

Section: Discussioncontrasting

confidence: 95%

An evaluation of two hypotheses concerning the dynamics of cognitive impulsivity: Anxiety-over-errors or anxiety-over-competence?

Yap¹,

Peters²

1985

Developmental Psychology

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The purpose of this study was to evaluate the appropriateness of two competing hypotheses concerning reflective and impulsive behavior: anxiety-over-errors or anxiety-over-competence. Eighty-five 8-to 10-year-old children were classified as reflective or impulsive on the basis of their performance on one form of the Matching Familiar Figures Test (MFFT). Half of each cognitive style group was randomly assigned to a failure or control group. Subjects in the former group were given failure feedback concerning their performance on the first 10 items of an alternate form of the MFFT, and then they were tested on the second 10 items. Control group subjects were given a short rest period between the two 10-item test administrations. All subjects rated their expectancy of success and completed the Test Anxiety Scale for Children. Teacher ratings of the children's reflection-impulsivity, confidence, and concern over errors were also obtained. The data provided support for the anxiety-over-errors hypothesis, because the impulsives in the failure group showed a significant decrease in errors from pretest to posttest, whereas the control group subjects did not differ in this respect. The reflectives in the failure group did not differ from those in the control group in their pre-post error rates. In addition, MFFT performance measures were significantly correlated with teacher ratings of concern over errors but not with confidence ratings. It was concluded that impulsive behavior may stem from a lack of motivation to perform well.This document is copyrighted by the American Psychological Association or one of its allied publishers.This article is intended solely for the personal use of the individual user and is not to be disseminated broadly.

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Section: Discussioncontrasting

confidence: 95%

An evaluation of two hypotheses concerning the dynamics of cognitive impulsivity: Anxiety-over-errors or anxiety-over-competence?

Yap¹,

Peters²

1985

Developmental Psychology

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“…The few studies that have been reported in this area have yielded inconsistent results. Some studies have suggested that reflective children may be more attentive (Ault, Crawford, & Jeffrey, 1972), more assertive and aggressive (Huston-Stein, Susman, & Friedrich, Note 1), and less anxious (Block, Block, & Harrington, 1974) than impulsive children, whereas the results of other investigations have failed to document such differences (Bentler & McClain, 1976;Moore, Haskins, & McKinney, 1980).…”

mentioning

confidence: 99%

Reflection–impulsivity and social reasoning.

Peters¹,

Bernfeld²

1983

Developmental Psychology

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Twenty-eight reflective and 27 impulsive second-grade boys were administered a social-reasoning task consisting of six social-conflict situations. Measures were taken of the types of responses to conflict that the children considered to be most appropriate and also of decision latencies. The impulsive children considered the responses of yielding and appealing to authority to be appropriate responses to social conflict more frequently than did the reflective children, whereas the reflective children viewed assertion and physical aggression to be more appropriate than did the impulsive children. The impulsive boys also responded somewhat more quickly than the reflective boys. Teacher ratings on Miller's (1972) School Behavior Checklist yielded no differences between the two cognitive-style groups on measures of aggression, anxiety, need achievement, extraversion, academic disability, or hostile isolation. The fact that the reflective children evidenced a more direct approach than the impulsive children on the social-reasoning task is consistent with cognitive-style differences that have been found on nonsocial problem-solving tasks. These findings extend the potential relevance of the reflection-impulsivity dimension to social reasoning.

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The interaction of cognitive styles and classroom environment in determining first-graders' behavior

Trickett

1983

Journal of Applied Developmental Psychology

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Classroom behavior of reflective and impulsive children

Cited by 11 publications

References 18 publications

An evaluation of two hypotheses concerning the dynamics of cognitive impulsivity: Anxiety-over-errors or anxiety-over-competence?

An evaluation of two hypotheses concerning the dynamics of cognitive impulsivity: Anxiety-over-errors or anxiety-over-competence?

Reflection–impulsivity and social reasoning.

The interaction of cognitive styles and classroom environment in determining first-graders' behavior

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