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Details van artikel 12 van 17 gevonden artikelen
| Titel: |
Reflective training and causal attributions in impulsive mildly retarded children |
| Auteur: |
Holmes, Clarissa S. |
| Verschenen in: |
Journal of clinical child and adolescent psychology |
| Paginering: | Jaargang 10 (1981) nr. 3 pagina's 194-199 |
| Jaar: |
1981 |
| Inhoud: |
Modification of an impulsive conceptual tempo in a population of 30 mildly retarded young (MA=8.17) and older (MA=10.13) children was examined. An operant treatment, involving contingent social reinforcement, was not effective in reducing impulsive responding on the MFFT. Limited and extended self-instructional training did produce a posttrain-ing increase in reflective responding which was maintained two weeks after training ceased. Age-related performance effects were found in the two self-instructional conditions, with young children showing better performance than older children. There was no paper-and-pencil task generalization to the Porteus Mazes, although evidence of relatively less hyperactive classroom behavior was found on the Conners Teachers Rating Scale for the experimental groups. A Treatment X Locus of Achievement Responsibility interaction was found for MFFT errors. |
| Uitgever: |
Routledge |
| Bronbestand: |
Elektronische Wetenschappelijke Tijdschriften |
Details van artikel 12 van 17 gevonden artikelen
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