Restlessness has been associated with childhood developmental behaviour. Some children outlive this behaviour while in others, it persist and becomes a problem that prevents them from fulfilling their potentials. If such developmental behaviours are identified early they can be modified, otherwise they develop into serious disorders. Impulsive behaviour is a pervasive characteristic of Attention Deficit Hyperactive Disorder (ADHD), which is known to interfere with successful learning. The present study assessed a cognitive modelling procedure for modifying impulsivity among children. Fifty-four pupils aged between nine and thirteen years were assigned to treatment and control groups. The treatment group received training in cognitive modelling with reflective thinking practices, and the control group was given a placebo in reading comprehension in English. Results revealed superiority in response-time and accuracy (to the Matching Familiar Figures Test-20) of the treatment group over the control group. This result subsisted at one month follow-up measures. It is suggested that the school in collaboration with educational psychologists should establish remedial programmes in which reflective procedures could be employed to nurture impulsive children to approach cognitive tasks reflectively.
| Published in | Psychology and Behavioral Sciences (Volume 4, Issue 5) |
| DOI | 10.11648/j.pbs.20150405.11 |
| Page(s) | 174-180 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
| Copyright |
Copyright © The Author(s), 2015. Published by Science Publishing Group |
Impulsivity, Cognitive Modelling, Reflective Thinking
| [1] | Al-Soulami, T. A. (2004). Cognitive style and creative thinking in Saudi Arabia. Unpublished master’s thesis. Um Al Qura University, Makkah, Saudi Arabia. |
| [2] | American Psychiatric Association. (2000). Diagnostic and statistical manual of mental disorder-text revision. (4th ed). Washington DC: American Psychiatric Association. |
| [3] | Bandura, A. (1961). Transmission of aggression through the imitation of aggressive models. Journal of Abnormal and Social Psychology, 63, 575-582. |
| [4] | Child, D. (1995). Psychology and the teacher. London: Cassel Wellington House. |
| [5] | Davies, J., & Graff, M. (2006). Wholist-analytic cognitive style: A matter of reflection. Personality and Individual Differences, 41, 989-997. |
| [6] | Deliz, A. (2008). Causes of ADD/ADHD. Retrieved January 9, 2012, from http://abby.deliz.suite101.com/causes-of-addadhd-971672. |
| [7] | Etsey, K. (2005). Causes of low academic performance of primary school pupils in the Shama Sub-Metro of Shama Ahanta East Metropolitan Assembly (SAEMA) in Ghana. Regional Conference on Education in West Africa, Dakar, Senegal. |
| [8] | Gargallo, B. (1993). Basic variables in reflection–impulsivity: A training programme to increase reflectivity. European Journal of Psychology of Education, 8(2), 151-167. |
| [9] | Gorrell, J. (1993). Cognitive modeling and implicit rules: Effects on problem-solving performance. The American Journal of Psychology, 106(1), 51-65. |
| [10] | Hofmann, W., Friese, M., & Weirs, R. W. (2008). Impulsive versus reflective influences on health behaviour: A theoretical framework and empirical review. Health Psychology Review, 2(2), 111-137. |
| [11] | Isakson, M. B., & Isakson, R. L. (1978). Modifying impulsivity through training in analysis. The Elementary School Journal, 79, 98-107. |
| [12] | Kagan, J. (1965). Reflection–impulsivity and reading ability in primary grade children Child Development, 36, 609-628. |
| [13] | Kagan, J. (1971). Understanding children: Behaviour motives and thought. New York: Harcourt Brace Jovanovish. |
| [14] | Kangro, E. M. (2011). Interplay of self-control and situational demands in binge-drinking. Abstract submitted at the 2nd Biennial Meeting of the Association Research in Personality, Latvia. |
| [15] | Kenny, R. (2009). Evaluating cognitive tempo in the digital age. Educational Technology Research and Development. 57(1), 45-60. |
| [16] | Kreisman, J. J., & Hal Straus, M. D. (2004). Living with Borderline Personality Disorder. John Wiley and Sons, Inc.: New Jersey. |
| [17] | McAdams, D. P., & Pals, J. L. (2006). A new Big Five: Fundamental principles for an integrative science of personality. American Psychologists, 61, 204-217. |
| [18] | Neitfeld, J., & Bosma, A. (2003). Examining the self-regulation of impulsive and reflective response styles on academic tasks. Journal of Research in Personality, 32, 118-140. |
| [19] | Nwamuo, P. A. (2010). The effect of cognitive modeling in the reduction of impulsive behaviour among primary school children. Ife Psychologia. Retrieved March 12, 2014, from http://periodicals.faqs.org/201003/1973238731.html. |
| [20] | Nyarko, K. (2010). Parental home involvement: The missing link in adolescents’ academic achievement. Educational Research, 1(9), 340-344. |
| [21] | Olasehinde, F. A. O. A. (1991). Assessment of procedures for training in reflective thinking in cognitive task performance. Unpublished PhD thesis, University of Ilorin, Nigeria. |
| [22] | Olson, S. L., Bates, J. E., & Bayles, K. (1990). Early antecedents of childhood impulsivity: The role of parent child interaction, cognitive competence and temperament. Journal of Abnormal Psychology, 18(3), 317-334. |
| [23] | Oviatt, S., Lunsford, R., & Coulston, R. (2005). Individual differences in multimodal integration patterns: What are they and why do they exist? Beaverton: Origon Health and Science University. |
| [24] | Parents Handbook. (2005). Attention deficit hyperactive disorder. Retrieved May 5, 2015, from http//www.google.com. |
| [25] | Razmjoo, S. A., & Mirzaei, R. (2009). On the relationship between dimensions of reflectivity/impulsivity as cognitive style and language proficiency among Iranian EFL University students. Iranian Journal of Language Studies, 3(1), 105-124. |
| [26] | Robinson, T. R., Smith, S. W., Miller, D. M., & Brownell, M. T. (1999). Cognitive behaviour modification of hyperactivity-impulsivity and aggression: A meta-analysis of school-based studies. Journal of Educational Psychology, 91(2), 195-203. |
| [27] | Richfield, S. (2005, October 17). “Parenting and coaching self control and social skills to children”. News Organisation. New Mexico: Doughlas main, Eastern New Mexico University Portales. |
| [28] | Rozencwajg, P., & Corroyer, D. (2005). Cognitive processes in the reflective impulsive cognitive style. Journal of Genetic Psychology, 166(4), 451-463. |
| [29] | Schweitzer, J. B., & Suler-Azaroff, B. (1995). Self-control in boys with attention deficit hyperactivity disorder: Effects of added stimulation and time. Journal of Child Psychology and Psychiatry, 36(4), 654-661. |
| [30] | Special Attention Project. (2011). Children with learning difficulties in public basic schools in Ghana. A study involving local stakeholders in Greater Accra region. Retrieved June 30, 2012, from http://docsgoogle.com/viewer?acache:EvifwrMkBS:sapghana.com/data |
| [31] | Sumankuuro, J. (2015). An investigation into the academic performance of students in second cycle institution-Northern Ghana. Social Science Research Network, Retrieved March 5, 2015, from http://ssrn.com/abstract=2560214 avan Heeringan, C. (2001). Suicide, serotonin, and the brain. Crisis, 22(2), 66-70. |
| [32] | Watt, K. P. (2011). The effect of visual search strategy and overlays on visual inspection castings. Unpublished master’s theses, Lowa State University, Ames Lowa. |
| [33] | Werbach, R. M. (1995). Nutritional influences of aggressive behaviour. Journal of Orthomolecular Medicine, 7 (1). Retrieved October 6, 2012, From orthomolecular.org/library/articles/webach.shtml. |
| [34] | Woods, S. K., & Ploof, W. H. (1997). Understanding ADHD: Attention deficit disorder and the feeding brain. Sage: Thousand Oaks. |
| [35] | Ying-he, C., & Jia-Jia, H. (2011). Individual differences in reflective-impulsive cognitive style: Children’s problem solving and metacognition. Psychological Development in Education. Retrieved May 9, 2014, from http://en.cnki.com.cn/article-en/CJFDTOTAL-XLFZ201103005.htm. |
| [36] | Yu, K. (1997). The effects of cognitive tempo and training in hypermedia learning environment of navigation patterns, learning achievement, and self-efficacy. Unpublished PhD thesis, Texas Tech. University, Lubbock, TX. |
| [37] | Zentall, S. S. (1993). Research on educational implications of attention-deficit hyperactivity disorder. Exceptional Children, 60(2), 143-153. |
| [38] | Ziporli, T. J. (2008). Excerpt for behaviour management: Application for teachers. Retrieved September 22, 2015, from http://www.education.com/reference/article/impulsive.behavior-children. |
APA Style
Ivy Kesewaa Nkrumah, Bolanle Olabisi Olawuyi, Eunice Torto-Seidu. (2015). Effect of Cognitive Modelling on Impulsive Behaviour Among Primary School Children. Psychology and Behavioral Sciences, 4(5), 174-180. https://doi.org/10.11648/j.pbs.20150405.11
ACS Style
Ivy Kesewaa Nkrumah; Bolanle Olabisi Olawuyi; Eunice Torto-Seidu. Effect of Cognitive Modelling on Impulsive Behaviour Among Primary School Children. Psychol. Behav. Sci. 2015, 4(5), 174-180. doi: 10.11648/j.pbs.20150405.11
AMA Style
Ivy Kesewaa Nkrumah, Bolanle Olabisi Olawuyi, Eunice Torto-Seidu. Effect of Cognitive Modelling on Impulsive Behaviour Among Primary School Children. Psychol Behav Sci. 2015;4(5):174-180. doi: 10.11648/j.pbs.20150405.11
Share This Article
Twitter
Linked In
Facebook
Copy
Download@article{10.11648/j.pbs.20150405.11,
author = {Ivy Kesewaa Nkrumah and Bolanle Olabisi Olawuyi and Eunice Torto-Seidu},
title = {Effect of Cognitive Modelling on Impulsive Behaviour Among Primary School Children},
journal = {Psychology and Behavioral Sciences},
volume = {4},
number = {5},
pages = {174-180},
doi = {10.11648/j.pbs.20150405.11},
url = {https://doi.org/10.11648/j.pbs.20150405.11},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.pbs.20150405.11},
abstract = {Restlessness has been associated with childhood developmental behaviour. Some children outlive this behaviour while in others, it persist and becomes a problem that prevents them from fulfilling their potentials. If such developmental behaviours are identified early they can be modified, otherwise they develop into serious disorders. Impulsive behaviour is a pervasive characteristic of Attention Deficit Hyperactive Disorder (ADHD), which is known to interfere with successful learning. The present study assessed a cognitive modelling procedure for modifying impulsivity among children. Fifty-four pupils aged between nine and thirteen years were assigned to treatment and control groups. The treatment group received training in cognitive modelling with reflective thinking practices, and the control group was given a placebo in reading comprehension in English. Results revealed superiority in response-time and accuracy (to the Matching Familiar Figures Test-20) of the treatment group over the control group. This result subsisted at one month follow-up measures. It is suggested that the school in collaboration with educational psychologists should establish remedial programmes in which reflective procedures could be employed to nurture impulsive children to approach cognitive tasks reflectively.},
year = {2015}
}
TY - JOUR T1 - Effect of Cognitive Modelling on Impulsive Behaviour Among Primary School Children AU - Ivy Kesewaa Nkrumah AU - Bolanle Olabisi Olawuyi AU - Eunice Torto-Seidu Y1 - 2015/09/08 PY - 2015 N1 - https://doi.org/10.11648/j.pbs.20150405.11 DO - 10.11648/j.pbs.20150405.11 T2 - Psychology and Behavioral Sciences JF - Psychology and Behavioral Sciences JO - Psychology and Behavioral Sciences SP - 174 EP - 180 PB - Science Publishing Group SN - 2328-7845 UR - https://doi.org/10.11648/j.pbs.20150405.11 AB - Restlessness has been associated with childhood developmental behaviour. Some children outlive this behaviour while in others, it persist and becomes a problem that prevents them from fulfilling their potentials. If such developmental behaviours are identified early they can be modified, otherwise they develop into serious disorders. Impulsive behaviour is a pervasive characteristic of Attention Deficit Hyperactive Disorder (ADHD), which is known to interfere with successful learning. The present study assessed a cognitive modelling procedure for modifying impulsivity among children. Fifty-four pupils aged between nine and thirteen years were assigned to treatment and control groups. The treatment group received training in cognitive modelling with reflective thinking practices, and the control group was given a placebo in reading comprehension in English. Results revealed superiority in response-time and accuracy (to the Matching Familiar Figures Test-20) of the treatment group over the control group. This result subsisted at one month follow-up measures. It is suggested that the school in collaboration with educational psychologists should establish remedial programmes in which reflective procedures could be employed to nurture impulsive children to approach cognitive tasks reflectively. VL - 4 IS - 5 ER -
Email: