ERIC Number: ED041097
Record Type: Non-Journal
Publication Date: 1969-May
Reference Count: N/A
A Study of Impulsivity in Low-Achieving and High-Achieving Boys from Lower Income Homes. Final Report.
The purpose of this study was to explore the concept of impulsivity as a stylistic dimension affecting cognitive behavior, and whether impulsivity operates as a comprehensive, inflexible orientation in low achievers more than in high achievers. The Matching Familiar Figures Test, the Porteus Maze Test, and the Stroop Color-Word Test were used to assess impulsivity in 240 lower class, disadvantaged, third and fifth grade children. Analysis of variance and of covariance with IQ control were used to study the effects of achievement, age, and instructional sets; correlational analysis was used to examine the relationship between test indices. Among the conclusions of the study were that: (1) low achieving lower class boys are more impulsive in their approach to cognitive tasks than are high achieving lower class boys; (2) cognitive tasks could be temporarily modified by instructions, but such modification does not necessarily result in changes in performance level; (3) low achievers were found to be more consistent in style than high achievers, but there was no evidence to support the hypothesis that the former were more inflexible in approach than the latter; (4) there was moderate consistency in style of approach to cognitive tasks as measured by the tests; and (5) no over-all differences in style were found between the age-grade groups. (RJ)
Publication Type: N/A
Education Level: N/A
Sponsor: Office of Education (DHEW), Washington, DC. Bureau of Research.
Authoring Institution: Columbia Univ., New York, NY. Teachers College.
Identifiers - Assessments and Surveys: Matching Familiar Figures Test; Stroop Color Word Test