Modification of an impulsive cognitive tempo in emotionally disturbed boys.
In order to determine the relative effectiveness of verbal self-instructions and training to delay before responding in modifying an impulsive cognitive style, 15 impulsive emotionally disturbed boys were assigned to one of three groups. The cognitive-training group was given practice in verbal self-instructions, the delay-training group received practice in delaying before responding, and the control group received no training. Posttreatment scores on the Matching Familiar Figures Test showed a significant increase in latencies for both the cognitive and delay-training groups. However, only the cognitive-training group, which had received practice in verbal self-instructions, made fewer errors following training. Implications for future research and potential treatment strategies for verbal self-instructions are discussed.
D000342:Affective Symptoms / Q000628:therapy*; D002648:Child; D003071:Cognition; D006801:Humans; D007175:Impulsive Behavior / Q000628:therapy*; D008297:Male; D011930:Reaction Time; D012718:Set, Psychology; D014705:Verbal Behavior