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Cognitive controls: A test of their modifiability and structural arrangement
Author(s) -
Cotugno Albert J.
Publication year - 1983
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(198307)20:3<351::aid-pits2310200316>3.0.co;2-m
Subject(s) - cognition , psychology , developmental psychology , cognitive intervention , cognitive psychology , intervention (counseling) , effects of sleep deprivation on cognitive performance , structural equation modeling , neuroscience , psychiatry , statistics , mathematics
This study focused on two concepts basic to the cognitive control approach—the modifiability of cognitive control structures, and their proposed hierarchical, structural arrangement. Eighty children designated as deficient in cognitive functioning beginning at either two levels of deficiency (field articulation or leveling‐sharpening) were provided one of four types of intervention. The hypotheses tested were: (a) that intervention provided directly at the level of the first deficiency would be significantly more effective than either intervention provided a level below or a level above the area of first deficiency, or of a control condition; and (b) that cognitive control structures form a hierarchical, structural arrangement. Training effects were indexed by cognitive performance measures at both pretest and pos est. The results were consistent with the initial hypothesis that cognitive control deficiencies can be remediated beer by structure‐based types of intervention than by the types of skill training normally provided in the classroom. In contrast, the second hypothesis—that cognitive controls form a hierarchical, structural arrangement—was only partially confirmed. Additional systematic research into the modifiability and structural arrangement of cognitive controls was strongly recommended.