Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Related Experiment Videos

Formal and informal classroom settings: effects on hyperactivity.

R G Jacob, K D O'Leary, C Rosenblad

    Journal of Abnormal Child Psychology
    |March 1, 1978
    PubMed
    Summary
    This summary is machine-generated.

    Related Concept Videos

    You might also read

    Related Articles

    Articles linked to this work by shared authors, journal, and citation graph.

    Sort by
    Same author

    In vitro susceptibility of Brazilian Pythium insidiosum isolates to essential oils of some Lamiaceae family species.

    Mycopathologia·2014
    Same author

    Maintenance of appropriate behavior in a token program.

    Journal of abnormal child psychology·2013
    Same author

    [Validation of the French version of the situational characteristics questionnaire in the measurement of space and motion discomfort].

    L'Encephale·2012
    Same author

    Dysphoria and marital discord: are dysphoric individuals at risk for marital maladjustment?

    Journal of marital and family therapy·2010
    Same author

    Space and motion discomfort and abnormal balance control in patients with anxiety disorders.

    Journal of neurology, neurosurgery, and psychiatry·2008
    Same author

    Characterization of organotypic ventral mesencephalic cultures from embryonic mice and protection against MPP toxicity by GDNF.

    The European journal of neuroscience·2005
    Same journal

    A Prospective Study of Rumination and Irritability in Youth.

    Journal of abnormal child psychology·2020
    Same journal

    Trajectories of Overprotective Parenting and Hyperactivity-Impulsivity and Inattention Among Moderate-Late Preterm Children: A Population-Based Study.

    Journal of abnormal child psychology·2020
    Same journal

    Longitudinal Associations Linking Elementary and Middle School Contexts with Student Aggression in Early Adolescence.

    Journal of abnormal child psychology·2020
    Same journal

    Unpacking Associations between Mood Symptoms and Screen Time in Preadolescents: a Network Analysis.

    Journal of abnormal child psychology·2020
    Same journal

    Anxiety and Depressive Symptom Trajectories in Adolescence and the Co-Occurring Development of Cognitive Biases: Evidence from the CogBIAS Longitudinal Study.

    Journal of abnormal child psychology·2020
    Same journal

    Developmental Trajectories of Adolescent Girls' Borderline Personality Symptoms and Sexual Risk Behaviors.

    Journal of abnormal child psychology·2020
    See all related articles

    Classroom structure impacts hyperactive children's behavior. Formal settings with teacher-directed tasks significantly increased hyperactivity symptoms compared to informal settings with task choice.

    Area of Science:

    • Child Psychology
    • Behavioral Science
    • Educational Psychology

    Background:

    • Hyperactivity is a significant concern in child development.
    • Understanding environmental influences on behavior is crucial.

    Purpose of the Study:

    • To compare hyperactive children's behavior in formal versus informal classroom settings.
    • To identify environmental factors that may exacerbate or mitigate hyperactive behaviors.

    Main Methods:

    • Observational measures of hyperactivity were used.
    • Two distinct classroom settings were implemented: informal (task choice) and formal (teacher-specified tasks).
    • Behavioral data from hyperactive children were compared to control groups.

    Main Results:

    Related Experiment Videos

    • Significant differences in hyperactivity were observed between hyperactive and control groups in the formal setting, but not the informal setting.
    • Hyperactive children generally exhibited higher frequencies of specific behaviors across both settings.
    • The disparity in behavior between hyperactive and control groups was more pronounced in the formal setting for certain categories.

    Conclusions:

    • Classroom structure significantly influences the manifestation of hyperactive behaviors.
    • Formal, teacher-directed environments may heighten hyperactivity symptoms.
    • Modified observational methods can effectively differentiate hyperactive children across various settings.