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Reflection-impulsivity and WISC-R performance in behavior-problem children

A J Finch, A Spirito, C J Brophy

    The Journal of Psychology
    |July 1, 1982
    PubMed
    Summary
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    Reflective children with emotional disturbances demonstrate higher intellectual abilities, including Verbal IQ and Performance IQ, compared to impulsive children. Cognitive style significantly impacts intellectual functioning in this age group.

    Area of Science:

    • Child Psychology
    • Cognitive Science
    • Educational Psychology

    Background:

    • Cognitive styles, such as impulsivity and reflectivity, are crucial in understanding children's behavior.
    • Previous research has explored the relationship between cognitive style and intellectual abilities in children.

    Purpose of the Study:

    • To investigate the relationship between cognitive style (impulsive vs. reflective) and intellectual functioning in emotionally disturbed children.
    • To compare the performance of impulsive and reflective children on various intellectual and cognitive factors.

    Main Methods:

    • Forty-three emotionally disturbed children (ages 8-15) were assessed.
    • Cognitive style was determined using the Matching Familiar Figures Test.
    • Intellectual functioning was measured with the Wechsler Intellectual Scale for Children-Revised.

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    Main Results:

    • Reflective children significantly outperformed impulsive children on Verbal IQ, Performance IQ, and Full Scale IQ.
    • Reflective children also scored higher on Kaufman's Perceptual Organization factor.
    • No significant differences were found between groups on Freedom from Distractibility or Verbal Comprehension factors.

    Conclusions:

    • Cognitive style is a significant correlate of intellectual abilities in emotionally disturbed children.
    • The findings align with research suggesting a link between cognitive style and specific intellectual factors, while questioning the universality of the Freedom from Distractibility factor.