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An attempted modification of impulsivity and self‐esteem in kindergartners
Author(s) -
Tolor Belle,
Tolor Alexander
Publication year - 1982
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/1520-6807(198210)19:4<526::aid-pits2310190421>3.0.co;2-2
Subject(s) - psychology , impulsivity , developmental psychology , active listening , test (biology) , audiology , self esteem , psychotherapist , medicine , paleontology , biology
On the basis of a double median split, using response time and performance accuracy on the Matching Familiar Figures Test, 39 kindergarten children were designated either impulsive or reflective. The two groups were comparable in age, sex distribution, and mental development. The impulsive children were given discrimination training in three sessions over a three‐week period totaling 26 minutes. The reflective children spent a similar amount of time listening to stories that were read to them. Results on retesting support the hypothesized improvement in accuracy and increased delay in response time as a result of training in the impulsive group. No significant changes occurred in reflectives. Neither group demonstrated a significant change in self‐esteem. Teachers might find the modification procedure employed in this study to be a simple and efficient classroom technique for impulsive children.