ERIC Number: ED172915
Record Type: RIE
Publication Date: 1979-Mar
Reference Count: 0
Verbal Mediation, Cognitive Tempo, and Self-Esteem in Normal-Active, High-Active and Hyperactive Boys.
Agnew, Patricia N.; Young, Richard D.
In addition to the prominent characteristics of high activity level, three other criteria are often used in identifying and understanding the hyperactive child. These criteria are impulsivity and cognitive tempo, cognitive immaturity and verbal mediation, and self-esteem. The purpose of this study was to demonstrate that third, fourth and fifth grade boys identified by teachers as disruptive when compared to less disruptive classmates, would exhibit a discontinuous style of responding on a variety of cognitive tasks and would have lower self-esteem responses. Two control groups were composed of normal active and nondisruptive high activity students. Several tasks and inventories were used to investigate the three criteria thought to be associated with hyperactivity. Results indicated that teachers had clearly selected three groups of boys whose rated behaviors fell along an activity continuum with the high-activity manageable group falling midway between the normal and disruptive groups. Cognitive test results suggest that hyperactive boys have more difficulty modifying performance to meet situation demands. The disruptive students did not demonstrate expected impulsivity or verbal mediation behaviors. Disruptive boys rated themselves significantly lower in self-esteem than normal-active peers. (Author/RH)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers: Verbal Mediation
Note: Paper presented at the Biennial Meeting of the Society for Research in Child Development (San Francisco, California, March 1518, 1979)