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Cognitive tempo in educable mentally retarded children.

A Rotatori, D Cullinan, M H Epstein

The Journal of Psychology

|July 1, 1978

Summary

This study found that as educable mentally retarded (EMR) children mature, they become less impulsive, taking longer to respond and making fewer errors on cognitive tasks. This development mirrors that of non-handicapped children.

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Area of Science:

Developmental Psychology
Special Education
Cognitive Psychology

Background:

Impulsivity and cognitive tempo are key developmental factors.
Educable mentally retarded (EMR) children often exhibit distinct developmental trajectories.
Understanding cognitive development in EMR children is crucial for effective educational interventions.

Purpose of the Study:

To investigate the relationship between mental age and performance on the Matching Familiar Figures test in EMR children.
To determine if cognitive tempo, measured by time and errors, changes with increasing mental age in EMR children.
To compare the developmental patterns of cognitive tempo in EMR children to those of non-handicapped children.

Main Methods:

Participants: 40 Caucasian male educable mentally retarded (EMR) children (ages 6-18, IQ < 80).
Assessment: Matching Familiar Figures test to measure response time and errors.
Analysis: Analysis of Variance (ANOVA) to examine the effect of mental age on performance metrics.

Main Results:

Elapsed time to first response significantly increased with higher mental age.
The number of errors significantly decreased as mental age increased.
A significant inverse relationship was observed between response time and errors across all subjects.
These findings indicate a developmental decrease in impulsivity associated with increasing mental age.

Conclusions:

The cognitive tempo development in educable mentally retarded (EMR) children follows a pattern similar to that of non-handicapped children.
Increasing mental age is associated with reduced impulsivity and improved cognitive control in EMR children.
The findings support the idea that developmental processes influencing cognitive tempo are shared across different intellectual ability groups.

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