NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1060239
Record Type: Journal
Publication Date: 2015-Apr
Pages: 20
Abstractor: As Provided
ISSN: EISSN-1696-2095
Self-Instructional Cognitive Training to Reduce Impulsive Cognitive Style in Children with Attention Deficit with Hyperactivity Disorder
Rivera-Flores, Gladys Wilma
Electronic Journal of Research in Educational Psychology, v13 n1 p27-46 Apr 2015
Introduction: Children with attention deficit with hyperactivity disorder (ADHD) have an impulsive, rigid and field-dependent cognitive style. This study examines whether self-instructional cognitive training reduces impulsive cognitive style in children diagnosed with this disorder. Method: The subjects were 10 children between the ages of 6 and 8, diagnosed with attention deficit hyperactivity disorder (ADHD). The research design was quasi-experimental with pretest-posttest. The independent variable was the self-instructional cognitive training; the children were grouped into 3 groups by age, and received 30 group sessions. The dependent variable was the impulsive cognitive style which was tested before and after training with the Matching Familiar Figures Test. Results: The pretest-posttest analysis shows a statistically significant reduction in the impulsivity percentile and in number of errors, and a statistically increase in latency, after the training. Discussion and conclusions: The results show the effectiveness of self-instructional cognitive training to reduce the impulsive cognitive style of ADHD. Through self-instructional training, children learned to talk themselves through a sequence of organized thoughts that let them solve cognitive tasks in a reflective style.
University of Almeria, Education & Psychology I+D+i. Faculty of Psychology Department of Educational and Developmental Psychology, Carretera de Sacramento s/n, 04120 LaCanada de San Urbano, Almeria, Spain. Tel: +34-950-015354; Fax: +34-950-015083; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Peru
Grant or Contract Numbers: N/A