title: Response patterns of children with learning disabilities: is impulsivity a stable response style?
abstract: A correlational analysis was conducted to assess the relationship among various assessment instruments, including Kagan, Rosman, Day, Albert, and Phillips's (1964) Matching Familiar Figures Test (MFFT), and actual classroom performance vis-à-vis impulsive responding. Subjects were 22 children (16 male, 6 female), ages 5 to 11 years, enrolled in an academic remediation program. The results do not support a relationship between impulsivity, as measured by the MFFT, and academic progress in a classroom setting. Implications for task-specific measures of impulsivity and remediation are discussed.
authors.affiliation: Department of Psychology, State University of New York, Binghamton 13902-6000.
authors.forename: K A
authors.initials: KA
authors.lastname: Harrison
authors.forename: R G
authors.initials: RG
authors.lastname: Romanczyk
mesh_terms: D000124:Achievement; D001288:Attention; D002648:Child; D002675:Child, Preschool; D004519:Education, Special; D005260:Female; D006801:Humans; D007175:Impulsive Behavior / Q000175:diagnosis / Q000523:psychology*; D007859:Learning Disabilities / Q000175:diagnosis / Q000523:psychology*; D008297:Male; D011930:Reaction Time