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ERIC Number: ED249680
Record Type: Non-Journal
Publication Date: 1984-Apr-24
Pages: 24
Abstractor: N/A
Reference Count: N/A
Temperament Influences on Cognition and Achievement in Children with Learning Problems.
Hall, Robert J.; Cadwell, Joel
Forty-six elementary-aged, learning disabled students were rated by their teachers on a 23-item temperament questionnaire (TTQ) during the Fall and Spring of the academic year. Cognitive ability and achievement information (Woodcock-Johnson Psychoeducational Battery) were also collected during the first and last month of the school year. Posttest cognitive and achievement measures were regressed on pre-subtest performance and teacher ratings of student temperament. Results were interpreted to suggest that temperament indices (i.e., Task Orientation, Adaptability, and Reactivity) influenced performance on cognitive and achievement subtests controlling for IQ and variations in teacher rating styles. Task Orientation appeared particularly potent, influencing performance on those subtests requiring students to do more of something that they already knew how to do (e.g., simple arithmetic operations, match-to-sample discriminations). (Author)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Special Education (ED), Washington, DC.
Authoring Institution: Virginia Univ., Charlottesville. Learning Disabilities Research Inst.