Descriptor
Source
| Amer J Ment Deficiency | 1 |
| Child Develop | 1 |
| Child Development | 1 |
| Developmental Psychology | 1 |
| Journal of Experimental Child… | 1 |
| Perceptual and Motor Skills | 1 |
| Psychology in the Schools | 1 |
Author
| Adams, Wayne V. | 2 |
| Weiner, Alan S. | 2 |
| Arizmendi, Thomas | 1 |
| Bentler, P. M. | 1 |
| Berzonsky, Michael D. | 1 |
| Block, Jack | 1 |
| Goodman, Joseph | 1 |
| Gozali, Joav | 1 |
| McClain, Janis | 1 |
| Meichenbaum, Donald | 1 |
| Nagle, Richard J. | 1 |
| More ▼ | |
Publication Type
| Reports - Research | 3 |
| Journal Articles | 2 |
Education Level
Audience
Location
Laws, Policies, & Programs
Assessments and Surveys
| Matching Familiar Figures Test | 9 |
What Works Clearinghouse Rating
Meichenbaum, Donald; Goodman, Joseph – Child Develop, 1969
Descriptors: Behavior Patterns, Cognitive Development, Conceptual Tempo, Covert Response
Peer reviewedWeiner, Alan S.; Adams, Wayne V. – Journal of Experimental Child Psychology, 1974
Failure was hypothesized to be an antecedent of a reflective style of responding and frustration an antecedents of an impulsive style. Fourth grade children experienced either failure or frustration, and were then assessed with the Matching Familiar Figures Test. (SBT)
Descriptors: Academic Failure, Cognitive Style, Conceptual Tempo, Elementary School Students
Download full textAdams, Wayne V. – 1971
In an investigation of search strategies, it was predicted that reflective children would have developmentally more mature problem-solving strategies than impulsive children, and the presence of these strategies would be found in both 6- and 8-year-old subjects. From a sample given the Matching Familiar Figures Test, half of the 20 boys and 20…
Descriptors: Age Differences, Conceptual Tempo, Elementary School Students, Problem Solving
Peer reviewedBlock, Jack; And Others – Developmental Psychology, 1974
Discusses the discrepancy between the conceptualization of reflection-impulsivity and its operationalization. In a study of 100 children, the separate contributions of latency and accuracy were evaluated. Data indicated that accuracy had important personality concomitants; latency was inconsequential. (Author/SDH)
Descriptors: Concept Formation, Conceptual Tempo, Individual Characteristics, Personality Measures
Peer reviewedPaulsen, Karen; Arizmendi, Thomas – Perceptual and Motor Skills, 1982
The Matching Familiar Figures Test assesses the dimension of reflection-impulsivity in children. This study compares responses of a single sample to the established norms and adds intelligence quotient (IQ) for classification purposes. Analysis indicates that IQ significantly correlates with both latency and errors. (Author/CM)
Descriptors: Classification, Cognitive Processes, Conceptual Tempo, Elementary Education
Peer reviewedNagle, Richard J.; Thwaite, Ben C. – Psychology in the Schools, 1979
Compared the performance of learning disabled and normal-achieving third- and fourth-grade children on Kagan's Matching Familiar Figures Test to determine group differences along the impulsivity-reflection dimension. Overall results suggest that learning disabled children are not more impulsive but rather use poor strategic behavior in processing…
Descriptors: Behavior Patterns, Cognitive Processes, Cognitive Style, Elementary Education
Gozali, Joav – Amer J Ment Deficiency, 1969
Descriptors: Cognitive Processes, Exceptional Child Research, Mild Mental Retardation, Perception Tests
Weiner, Alan S.; Berzonsky, Michael D. – 1975
Selective attention was assessed in second, fourth, and sixth grade reflective and impulsive children with an incidental learning task using pictures (animal-household object pairs) or shapes (colored forms) as stimuli. By the sixth grade, reflective children displayed less incidental learning and greater central learning than impulsive children…
Descriptors: Attention Control, Attention Span, Children, Comparative Analysis
Peer reviewedBentler, P. M.; McClain, Janis – Child Development, 1976
The relationship between reflection-impulsivity as assessed by Kagan's Matching Familiar Figures test, and ratings of four personality variables (impulsivity, academic achievement motivation, test anxiety, and extra-version was examined in 68 fifth-grade children. (BRT)
Descriptors: Achievement Need, Conceptual Tempo, Elementary Education, Elementary School Students
