Cognition in Child and Adolescent Behavior Disorders

Hogan, Anne; Quay, Herbert C.

doi:10.1007/978-1-4613-9817-2_1

Cited by 16 publications

(8 citation statements)

References 84 publications

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“…Although IQ was not statistically controlled, Cohen and Strayer noted the CD subjects had IQs that were average or above (i.e., 89 or higher). Hogan and Quay's (1984) review found some initial support for the expected pattern of less mature moral reasoning among DELQ groups. Since then, that pattern has been replicated.…”

Section: Empathy and Perspective-takingmentioning

confidence: 70%

“…In an earlier review, Hogan and Quay (1984) reported that CD subjects had frequently demonstrated difficulties in empathy and perspective-taking skills. Lee and Prentice (1988) reported mixed findings in examining empathy and perspective-taking: DELQ subjects showed poorer perspective-taking than controls (with VIQ controlled); there were no differences on the empathy measures.…”

Section: Empathy and Perspective-takingmentioning

confidence: 98%

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Cognitive Functioning in Children with Oppositional Defiant Disorder and Conduct Disorder

Hogan¹

1999

Handbook of Disruptive Behavior Disorders

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Section: Empathy and Perspective-takingmentioning

confidence: 70%

Section: Empathy and Perspective-takingmentioning

confidence: 98%

Cognitive Functioning in Children with Oppositional Defiant Disorder and Conduct Disorder

Hogan¹

1999

Handbook of Disruptive Behavior Disorders

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“…3,105; P < 0.05) with deviant children having lower IQs than normal controls. IQ was introduced as a covariate in all of the following analyses of the experimental data (Hogan & Quay, 1984).…”

Section: Subjectsmentioning

confidence: 99%

Hyperactivity and Delay Aversion—II. The Effect of Self versus Externally Imposed Stimulus Presentation Periods on Memory

Sonuga‐Barke¹,

Taylor²,

Heptinstall³

1992

Child Psychology Psychiatry

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The memory of hyperactive and non-hyperactive children for "attended" and "unattended" picture cards was compared under two conditions. Under Self Imposed Presentation (SI) conditions children set their own limits on presentation time while under Externally Imposed Presentation (EI) conditions children were encouraged to spend 30 seconds attending to the cards. Hyperactive children selected shorter presentation times than non-hyperactive children and recognized fewer "attended" cards under SI conditions, while the two groups performed equally well under EI conditions. These findings suggest that a major determinant of memory deficits in hyperactivity is a self imposed limitation on presentation time rather than more specific cognitive process limitations.

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“…(For an extensive review on intelligence and behavior disorders/delinquency, see Hogan and Quay, 1984. ) From these conflicting results, some basic conclusions can be drawn: (1) The WISC-R is an acceptable, diagnostic measure of VerbaVperformance abilities; (2) the PIQ > VIQ difference is not always significant, however, its frequency among delinquents is extensive; (3) the mean VIQ (compared with the standardized sample) varies by 10 to 12 points (Quay, 1987); (4) the PIQ > VIQ has not proven to be diagnostic in magnitude in all cases and ranges from 5.6 to 15 points; (5) aggressive and psychopathic subjects show a larger PIQ (from 6-20 points) than VIQ; (6) there is growing evidence that the verbal deficit found in delinquents appears to be independent of social class, race and detection by police, and evidence is increasing as to the neurological deficits associated with JD (Frost et al, 1987).…”

Section: Wechsler Performance-verbal (P-v) Differences As a Diagnosticmentioning

confidence: 99%

Pattern analysis of Wechsler Intelligence Scale for Children-Revised profiles of delinquent boys

1989

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To help meet the prescriptive needs of juvenile delinquents more effectively, an analysis of the Wechsler Intelligence Scale for Children‐Revised (WISC‐R), utilizing Lutey's model of Factor Analytic measures, was performed on 82 profiles obtained from male subjects (aged 13‐16) in a Wisconsin correctional facility. Results support the trends of previous studies of juvenile delinquency; a significant 70% of the subjects (χ2 6.4, p <.05) had a higher Performance than Verbal score (M = 13.2). The Performance‐Verbal results were also significant (t = 4.824, p <.001). Object Assembly, Picture Completion, and Picture Arrangement were the three highest subtests and Information, Vocabulary, and Coding/Comprehension the lowest. Clusters that measure perceptual and psychomotor abilities yielded high scores, while most verbal ability clusters, Memory, Verbal Comprehension, Freedom from Distractability, and General Factor scores were the lowest. Results indicate that prescriptive models should consider these findings in planning successful educational programs for this population. The need for further studies that involve extensive assessments which include neurological testing for various age groups and gender populations is stressed.

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Cognition in Child and Adolescent Behavior Disorders

Cited by 16 publications

References 84 publications

Cognitive Functioning in Children with Oppositional Defiant Disorder and Conduct Disorder

Cognitive Functioning in Children with Oppositional Defiant Disorder and Conduct Disorder

Hyperactivity and Delay Aversion—II. The Effect of Self versus Externally Imposed Stimulus Presentation Periods on Memory

Pattern analysis of Wechsler Intelligence Scale for Children-Revised profiles of delinquent boys

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