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THE RELATIONSHIP OF ACTIVITY LEVEL RATINGS AND COGNITIVEIMPULSIVITY TO TASK PERFORMANCE AND ACADEMIC ACHIEVEMENT *
Author(s) -
Weithorn Corinne J.,
Kagen Edward,
Marcus Maxine
Publication year - 1984
Publication title -
journal of child psychology and psychiatry
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.652
H-Index - 211
eISSN - 1469-7610
pISSN - 0021-9630
DOI - 10.1111/j.1469-7610.1984.tb00174.x
Subject(s) - psychology , impulsivity , academic achievement , task (project management) , cognition , developmental psychology , covariate , effects of sleep deprivation on cognitive performance , cognitive psychology , statistics , management , neuroscience , economics , mathematics
The relationship of activity level ratings and cognitive impulsivity were analyzed in relation to performance of second-graders on several cognitive tasks and standardized achievement tests. Vocabulary was a strong and significant covariate on most dependent measures. In general, impulsivity-reflectivity had a far stronger effect on task performance and academic achievement than did activity level ratings, even when comparisons were made for groups with extremes of activity level ratings. The authors urge further research on the task approaches and compensatory strategies of children who are behaviorally hyperactive but cognitively reflective and academically successful.