The social cognitive performance of aggressive and nonaggressive children was assessed under conditions of relaxation and threat. Aspects assessed included skillfulness, bias, and process. Subjects were 65 aggressive and nonaggressive boys 8- to 10-years-old. Findings were interpreted as consistent with theories of preemptive processing and…

Compared performance of 28 boys diagnosed as Attention Deficit/Hyperactivity Disorder (ADHD) and 28 boys from regular education classrooms on measures of planning, attention, simultaneous, and successive cognitive processing. Groups differed significantly on measures of planning, attention, and successive processing but evidenced no significant…

To test F. J. Morrison's conceptualization of reading disability as the failure to master the complex irregular system of rules governing sound-symbol correspondence in English (1980), a study investigated the speed with which disabled and normal readers processed short vowels, long vowels, and vowel digraphs. Subjects consisted of two groups of…

This study indicates that impulsive children inhibit expressive behavior less than reflective children in the presence of a nonverbal inhibitory cue, and provides support for the construct validity of the Matching Familiar Figures Test of reflectivity/impulsivity. (GO)

Tested the hypothesis that Rorschach measures of object relations and thought organization could help predict later adjustment. Former patients (N=70) at a child residential treatment center were followed up as adults. Object relations measures were found to be effective discriminators and predictors of later rehospitalization for boys. (JAC)

To investigate developmental differences in timesharing performance, 60 boys, 20 in each of three age groups (7-, 10- and 13-year-olds), performed an auditory matching task and a tracking task alone and concurrently, the latter under two sets of instructions. Decrements produced by concurrent performance were compared for the three age groups.…

The planning, attention, simultaneous, successive (PASS) cognitive processing model was applied to the study of gender differences for 94 male and 103 female elementary school and high school students. Results show that the PASS model offers a feasible approach to the conceptualization of cognitive processes. (SLD)

Two experiments were conducted to investigate children's understanding of the relationship of narrators to the texts they narrate and how children's developing cognitive abilities influence that understanding. The subjects, 164 children aged 3, 4, 5, 6, 8, and 10, heard a series of short passages containing several characters, one of whom was the…

The findings of this study indicated that children's capacity to comprehend television advertising is primarily a developmental phenomenon, although social and experiential factors may have a moderate positive and a minor negative influence, respectively. Research subjects were 289 elementary school boys of first, third, and fifth grade levels,…

The relative math expectancies (RMEs) and math-performance attributions of 122 male and 177 female eighth graders were examined in relation to an Expectancy-Attribution process model of performance. Results from the Mathematics Attribution Scale and a RME rating scale support the model and indicate gender differences in cognitive patterns in…

Wechsler Intelligence Scale for Children--Revised scoring patterns of 197 Native American children (ages 6-16, 90 girls and 107 boys) at a Northern Plains boarding school were explored to identify characteristic cognitive processing strengths. Findings indicated greater strength than among standardization population in relational, holistic, right…

The major purpose of this study was to assess the degree to which cognitive style, as indexed by the Matching Familiar Figures Test (MFFT), is related to the way in which children respond to problems with social or interpersonal content. Fifty-two reflective and 64 impulsive first- and second-grade boys were presented with a number of stories in…

Evaluated effects of time pressure on attributions made and solutions generated in hypothetical social problem situations by aggressive and nonaggressive boys. Found a greater level of arousal in the time pressure condition than the untimed condition across all subjects and greater numbers, more types, and more aggressive solutions. (SD)