Impulsive-reflective attitude, behavioural inhibition and motor skills: Are they linked?

2010 ◽  
Vol 34 (6) ◽  
pp. 511-520 ◽  
Author(s):  
Florence Rosey ◽  
Jean Keller ◽  
Eveline Golomer
Keyword(s):  
Cognitive Style ◽  
Motor Skills ◽  
Behavioural Inhibition ◽  
Inhibitory Processes ◽  
Overarm Throw ◽  
Trail Making ◽  
Matching Familiar Figures Test

The present study aims to examine whether the inhibitory processes and impulsive-cognitive style can influence the emergence of coordination level among 61 children aged 3 to 5 years. Luria’s tapping tasks, Day—Night tasks, Hand—Candle tasks, Go—NoGo tasks and the Trail Making Tests of Reitan, all involving inhibitory processes, were conducted. The reflective attitude of children was determined with Kagan’s Matching Familiar Figures Test. The performances of unipedal stance, overarm throw and hopping were recorded for each child. The results showed that the inhibition task performances were correlated with coordination level for the three motor skills for the 3—4-year-olds children only. More specifically, the non-verbal inhibition was more a coordination level predictor than the verbal or delayed inhibition.

COGNITIVE IMPULSIVITY AND SOCIAL STATUS IN PREDELINQUENT PREADOLESCENT MALES

1979 ◽  
Vol 7 (2) ◽  
pp. 209-215
Author(s):  
David S. Glenwick ◽  
Roxanne G. F. Croft ◽  
Ralph Barocas ◽  
Harvey K. Black
Keyword(s):  
Social Status ◽  
Cognitive Style ◽  
Residential Setting ◽  
Cognitive Impulsivity ◽  
The Relationship ◽  
Matching Familiar Figures Test

The relationship between cognitive impulsivity, as measured by Kagan's Matching Familiar Figures Test (MFF), and interpersonal popularity was investigated in a sample of 42 “predelinquent” preadolescent boys in a residential setting. Predictions that the relationship would vary with the specific sociometric situations sampled were generally not confirmed. In fact, both the latency and errors dimensions of the MFF proved to have comparatively little association with social status, with age and intelligence demonstrating much stronger correlations with sociometric scores. Similarities to, and differences from, results with nondelinquent populations are discussed, as are implications for attempts at modifying cognitive style.

Efficacy of Mental Imagery in Enhancing Mental Rehearsal of Motor Skills

1982 ◽  
Vol 4 (1) ◽  
pp. 41-51 ◽  
Author(s):  
E. Dean Ryan ◽  
Jeff Simons
Keyword(s):  
Cognitive Style ◽  
Mental Imagery ◽  
Motor Skills ◽  
Motor Performance ◽  
Visual Images ◽  
Single Session ◽  
Physical Practice ◽  
Mental Rehearsal ◽  
Learning Improvement ◽  
Better Than

To investigate the mental imagery aspect of mental rehearsal, 80 male traffic officers from the California Highway Patrol learned a novel balancing task during a single session. Based on a pretest questionnaire, subjects were categorized as imagers, nonimagers, or occasional imagers and assigned to one of six groups accordingly: imagers asked to use imagery in mental rehearsal, imagers asked to try not to use imagery, nonimagers asked not to use imagery, nonimagers asked to try to use imagery, physical practice, or no practice. It was hypothesized that a person's preferred cognitive style would prove most effective for use in mental rehearsal and that using another style would cause a decrement in learning. Improvement scores indicated no differences between subjects who initially reported typically using imagery and those reported typically not using it, but groups asked to use imagery in mental rehearsal were superior to those asked not to (p<.001). Overall, physical practice was better than the grouped mental rehearsal conditions, and both were better than no practice. Subjects reporting strong visual imagery were superior to those with weak visual images (p<.03), and those reporting strong kinesthetic imagery were superior to those with weak kinesthetic images (p<.03). Regardless of one's typical cognitive style, the use of vivid imagery appears quite important for enhancement of motor performance through mental rehearsal.

scholarly journals Clinical evaluation of fitness to drive in patients with brain metastases

2019 ◽  
Vol 6 (6) ◽  
pp. 484-489
Author(s):  
Cristina Valencia-Sanchez ◽  
Vanessa C Gorelkin ◽  
Maciej M Mrugala ◽  
Akanksha Sharma ◽  
Sujay A Vora ◽  
...  
Keyword(s):  
Brain Metastases ◽  
Motor Skills ◽  
Cognitive Assessment ◽  
Neurologic Examination ◽  
Fitness To Drive ◽  
Trail Making ◽  
Group Members ◽  
The Mean ◽  
Driving Fitness ◽  
Ability To Drive

Abstract Background Guidelines to provide recommendations about driving restrictions for patients with brain metastases are lacking. We aim to determine whether clinical neurologic examination is sufficient to predict suitability to drive in these patients by comparison with an occupational therapy driving assessment (OTDA). Methods We prospectively evaluated the concordance between neurology assessment of suitability to drive (pass/fail) and OTDA in 41 individuals with brain metastases. Neuro-oncology evaluation included an interview and neurological examination. Participants subsequently underwent OTDA during which a battery of objective measures of visual, cognitive, and motor skills related to driving was administered. Results The mean age of patients who failed OTDA was age 68.9 years vs 59.3 years in the group members who passed (P = .0046). The sensitivity of the neurology assessment to predict driving fitness compared with OTDA was 16.1% and the specificity 90%. The 31 patients who failed OTDA were more likely to fail Vision Coach, Montreal Cognitive Assessment, and Trail Making B tests. Conclusions There was poor association between the assessment of suitability to drive by neurologists and the outcome of the OTDA in patients with brain metastases. Subtle deficits that may impair the ability to drive safely may not be evident on neurologic examination. The positive predictive value was high to predict OTDA failure. Age could be a factor affecting OTDA performance. The results raise questions about the choice of assessments in making recommendations about driving fitness in people with brain metastases. OTDA should be strongly considered in patients with brain metastases who wish to continue driving.

The Influence of the Reflective-Impulsive Cognitive Style on Visual Inspection

1984 ◽  
Vol 26 (6) ◽  
pp. 641-647 ◽  
Author(s):  
Stephen D. Schwabish ◽  
Colin G. Drury
Keyword(s):  
Cognitive Style ◽  
Visual Inspection ◽  
Cognitive Styles ◽  
Size Judgment ◽  
Inspection Task ◽  
Matching Familiar Figures Test ◽  
Inspection Performance

Thirty-nine subjects participated in an experiment designed to evaluate the influence of the reflective-impulsive cognitive style on visual inspection. The Matching Familiar Figures Test (MFFT) was used to classify subjects as reflectives (longer times, fewer errors), impulsives (shorter times, more errors), fast-accurates (shorter times, fewer errors), and slow-inaccurates (longer times, more errors). Following administration of the MFFT, subjects participated in a laboratory visual inspection task. Results from the inspection task indicate that the MFFT groups coalesced along an accuracy rather than a speed dimension. The more accurate groups (reflectives and fast-accurates) were significantly faster than the inaccurates (impulsives and slow-inaccurates) in detecting certain flaws, and they made fewer size-judgment errors. However, the inaccurates detected more flaws, (i.e., made fewer search errors) than did the accurates. These results are interpreted in terms of the possible cognitive styles affecting inspection performance.

The Participant-Observer: A Source of Invalidity in Measuring Motor Skills?

1977 ◽  
Vol 45 (1) ◽  
pp. 75-80
Author(s):  
Margaret J. Safrit ◽  
Diane M. Korell ◽  
E. Dawn McDonald ◽  
Marilyn E. Yeates
Keyword(s):  
Motor Skills ◽  
Fixed Effects ◽  
Motor Behavior ◽  
Incident Light ◽  
Test Validity ◽  
Educational Setting ◽  
Potential Source ◽  
Overarm Throw ◽  
Written Test ◽  
Participant Observer

Test validity can be defined as the accuracy of a test score. Artifacts, sources of error that affect validity, have been studied in both research design and written test frameworks but have received little attention in the context of tests of motor behavior in an educational setting. One potential source of invalidity in motor skill testing is the presence of participant-observers. The participant-observer effect is defined as the influence of the presence of other subjects who are waiting to be tested or who have already been tested on subjects who are being tested. This study was designed to measure the test performances of 175 college women with participant-observers present and with participant-observers absent. The test was an overarm throw for speed measured by an incident light velocimeter. The data were analyzed using 2 × 4 fixed-effects analysis of variance. The presence of other participant-observers did not elicit performance scores that were different from those of subjects tested alone. Thus testing subjects in groups where one member of the group is tested while the others observe did not adversely affect performance on the overarm throw compared with that of subjects tested alone.

Correlates of Reflection-Impulsivity in Kindergarten Males: Intelligence, Socioeconomic Status, Race, Fathers' Absence, and Teachers' Ratings

1980 ◽  
Vol 47 (3_suppl) ◽  
pp. 1187-1191 ◽  
Author(s):  
Trina Plakosh Smith ◽  
Sheila C. Ribordy
Keyword(s):  
Socioeconomic Status ◽  
Cognitive Style ◽  
Socioeconomic Groups ◽  
Matching Familiar Figures Test ◽  
Reflection Impulsivity

72 kindergarten males were assessed for reflection-impulsivity with the Matching Familiar Figures test. Cognitive style on this test was examined in relation to intelligence, socioeconomic status, race, fathers' absence, and teachers' ratings of impulsivity. Significant findings included boys whose fathers were absent from the home made more errors on the test than boys whose fathers were present in the home. Teachers rated more intelligent boys as more impulsive, and these teachers' ratings were positively correlated with errors but not latencies. No significant differences in cognitive style were found for race or socioeconomic groups.

Sex Differences in a Sample of Learning Disabled Children

1981 ◽  
Vol 4 (1) ◽  
pp. 48-52 ◽  
Author(s):  
David B. Ryckman
Keyword(s):  
Sex Differences ◽  
Cognitive Style ◽  
Motor Skills ◽  
Learning Disabled ◽  
Abstract Thinking ◽  
Disabled Children ◽  
Field Dependent ◽  
Perceptual Motor Skills

Sex differences between 27 girls and 75 boys were examined on psychological, academic, and cognitive-style measures. All students were enrolled in a program for severely learning disabled children. LD girls were found to be verbally inferior, less capable of abstract thinking, more field dependent, and more impulsive than the boys. No differences were obtained on measures of academics or perceptual-motor skills. Possible socioemotional factors were suggested as an explanation for the above differences.

scholarly journals ALGEBRA PROBLEM SOLVING ABILITY BASED ON SOLO TAXONOMY ASSESSED FROM COGNITIVE STYLE

2021 ◽  
Vol 12 (2) ◽  
pp. 148
Author(s):  
Arie Purwa Kusuma ◽  
S B Waluya ◽  
Rochmad Rochmad ◽  
S Mariani
Keyword(s):  
Problem Solving ◽  
Cognitive Style ◽  
Cognitive Styles ◽  
Sampling Technique ◽  
Research Subjects ◽  
Solo Taxonomy ◽  
Abstract Level ◽  
The Relationship ◽  
Matching Familiar Figures Test ◽  
Student Problem

Algebra is a branch of mathematics that uses mathematical statements to describe the relationship between various things. This study aims to describe the algebra problem solving abilities of students in the Linear Program course. There are differences in student problem solving, which are caused by students' cognitive styles. Reflective and impulsive cognitive styles based on the SOLO taxonomy. This research method is descriptive qualitative. The research was conducted at STKIP Kusuma Negara Jakarta. The research subjects consisted of 4 students, 2 students having a reflective cognitive style and 2 students having an impulsive style. Purposive sampling technique was used in taking the subjects.Data collection techniques used cognitive style test questions Matching Familiar Figures Test (MFFT), algebra problem solving test questions and interview guidelines. Data collection techniques used two techniques, namely written tests and interviews. Technical analysis of data by reducing data, presenting data, and drawing conclusions. From the data processing, the results of the research were 2 students whose have flexible cognitive style also have good algebra problem solving abilities and based on SOLO taxonomy reached the Extended abstract level. Meanwhile, students who have an impulsive cognitive style in solving algebra problems based more on the SOLO taxonomy have Multistructural and Unistructural levels. So each cognitive style of students gives the different results in solving problems.

scholarly journals Analisis Kemampuan Berfikir Kritis Siswa yang Bergaya Kognitif Reflektif dan Impulsif pada Pembelajaran Biologi melalui Model SQ3R (Survey, Question, Read, Review, Recite) dengan Media Kartu Bergambar

BIO-PEDAGOGI ◽  
2017 ◽  
Vol 6 (2) ◽  
pp. 13
Author(s):  
ARNIYAWATI ARNIYAWATI ◽  
IMAS CINTA MULYA
Keyword(s):  
Critical Thinking ◽  
Cognitive Style ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Survey Question ◽  
Critical Thinking Ability ◽  
Thinking Ability ◽  
Biology Learning ◽  
Data Collection Technique ◽  
Matching Familiar Figures Test

In the curriculum of 2013 critical thinking ability is a demand that must be implemented, but in reality the process of learning in the class has not been empowering students' critical thinking skills. Then besides critical thinking another aspect to note is the aspect of cognitive style. This study aims to determine the ability of critical thinking students’ cognitive reflective and impulsive style. The subjects of this study are the students of class VII A SMP Negeri 4 Tuban as many as 23 students, with 13 students with reflective cognitive style, and 10 students with cognitive impulsive style. Data collection technique in this research is MFFT (Matching Familiar Figures Test) developed by warli (2010) to know cognitive style and critical thinking test based on Ennis indicator (2011), then data about critical thinking of cognitive-style students Reflective and impulsive, was analyzed using nonparametric statistics through the Mann-Whitney test. The results in this study show the similarities between students who are reflective cognitive style with students who have cognitive impulsive style in students' critical thinking ability, because the result of the students in the same reflective style with impulsive students is because this subject is taken from the sample Class VII A where the class is the preferred class (superior). Thus it can be concluded that students' critical thinking ability with reflective cognitive style does not differ with cognitive impulsive students in Biology learning through SQ3R model (Survay, Question, Read, Recite, And Review) with pictorial card media.

Validation of a Backswing Developmental Sequence for the Overarm Throw for Force

2021 ◽  
pp. 1-16
Author(s):  
Bradley Beseler ◽  
Kathleen Williams ◽  
Mandy S. Plumb
Keyword(s):  
Gender Differences ◽  
Motor Skills ◽  
Dominant Hand ◽  
Developmental Sequence ◽  
Fundamental Motor Skills ◽  
Initial Validation ◽  
Developmental Sequences ◽  
Overarm Throw ◽  
Age Range ◽  
Different Levels

Background: Roberton’s movement components are used to assess fundamental motor skills as segmental developmental sequences. In 1991, Haywood, Williams and VanSant determined that original developmental sequences proposed for the backswing levels of the overarm throw did not encompass all ages. Their study of older throwers identified two new qualitatively different levels, with half the participants categorized at two new levels. This investigation extended the initial validation across a wider age range. Method: Two hundred and twenty-eight primary, high school, university students, and adults were instructed to make five throws for maximum force using their dominant hand. Throws were recorded with side and rear cameras synchronized for analysis. Prelongitudinal screening was used to analyze the Haywood et al. revisions of the Langendorfer developmental sequence. Results: Five of the six levels of Haywood’s sequence were suitable for assessing throwers 8 years of age through to adulthood. More study is needed of one less advanced pattern. Lower level throws corresponded to lower velocities; higher level throws were faster, suggesting the sequence was properly ordered. More males than females were classified at higher levels, demonstrating typical gender differences. Discussion: The categories hypothesized for the backswing action of the overarm throw were valid descriptors of differences observed across ages, from childhood to adulthood. Additional study of Levels 3 and 4 is warranted to clarify their order.

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