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Related Experiment Videos

Reflection-impulsivity and reading recognition ability among mildly retarded children

C S Hayes, R J Prinz, C Siders

    American Journal of Mental Deficiency
    |September 1, 1976
    PubMed
    Summary

    This study found no link between cognitive style (reflection-impulsivity) and reading skills in educable mentally retarded students, even when controlling for age and IQ. These results question the connection between the Matching Familiar Figures test and word decoding abilities.

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    Area of Science:

    • Cognitive Psychology
    • Developmental Psychology
    • Special Education

    Background:

    • Reflection-impulsivity, measured by the Matching Familiar Figures test, is a cognitive style.
    • Reading recognition is crucial for academic success, particularly for students with intellectual disabilities.

    Purpose of the Study:

    • To investigate the relationship between reflection-impulsivity and reading recognition ability in educable mentally retarded students.
    • To determine if cognitive style influences word decoding skills in this population.

    Main Methods:

    • Administered the Matching Familiar Figures test and the Standard Reading Inventory to 236 students (ages 8-17).
    • Controlled for age and IQ in statistical analyses.

    Main Results:

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    • Age was significantly associated with reading recognition.
    • No significant relationship was found between Matching Familiar Figures test scores and Standard Reading Inventory scores after controlling for age and IQ.
    • This suggests cognitive style, as measured, does not predict reading decoding in this group.

    Conclusions:

    • The findings challenge the assumed link between reflection-impulsivity and word decoding ability in educable mentally retarded children.
    • Performance on the Matching Familiar Figures test may not be a valid indicator for assessing reading difficulties in this population.