Correlates of Question-Asking by Emotionally Disturbed and Normal Children

1976 ◽  
Vol 38 (3) ◽  
pp. 923-929
Author(s):  
Thomas H. Ollendick ◽  
A. J. Finch ◽  
W. M. Nelson
Keyword(s):  
Locus Of Control ◽  
Trait Anxiety ◽  
Emotionally Disturbed ◽  
Question Asking ◽  
Normal Children ◽  
Developmental Framework ◽  
Cognitive Reflection ◽  
Mental Age ◽  
Reflection Impulsivity ◽  
Emotionally Disturbed Children

This study examined the question-asking behavior of emotionally disturbed and normal children (about 11 yr., mental age about 12 yr.) within a developmental framework. Emotionally disturbed children typically have shown more guessing and fewer constraint-type questions. 35 emotionally disturbed and 35 normal children served as subjects. Locus of control, cognitive reflection-impulsivity, and trait anxiety were significant correlates of question-asking. A developmental framework appeared useful in understanding the question-asking of the emotionally disturbed children.

Locus of Control and Anxiety in Emotionally Disturbed Children

1974 ◽  
Vol 35 (1) ◽  
pp. 469-470 ◽  
Author(s):  
A. J. Finch ◽  
W. M. Nelson
Keyword(s):  
Locus Of Control ◽  
Trait Anxiety ◽  
Emotionally Disturbed ◽  
The State ◽  
Anxiety Scale ◽  
State Trait Anxiety Inventory ◽  
Two Measures ◽  
Manifest Anxiety ◽  
Emotionally Disturbed Children

2 measures of locus of control and two measures of anxiety were administered to 50 emotionally disturbed children. Whether locus of control was significantly related to anxiety was dependent on the measure of anxiety employed. The Children's Manifest Anxiety Scale correlated significantly with both measures of locus of control. However, neither the A-state not the A-trait portion of the State-Trait Anxiety Inventory for Children was correlated significantly with locus of control. All measures of anxiety intercorrelated significantly. The magnitude of the correlation between measures of locus of control was small if both assessed the same construct.

Reflection-impulsivity, persistence behavior, and locus of control in emotionally disturbed children.

1975 ◽  
Vol 43 (5) ◽  
pp. 748-748 ◽  
Author(s):  
A. J. Finch ◽  
Philip C. Kendall ◽  
P. A. Deardorff ◽  
James Anderson ◽  
Anne M. Sitarz
Keyword(s):  
Locus Of Control ◽  
Emotionally Disturbed ◽  
Persistence Behavior ◽  
Reflection Impulsivity ◽  
Emotionally Disturbed Children

Reflection-Impulsivity and Locus of Control in Emotionally Disturbed Children

1974 ◽  
Vol 125 (1) ◽  
pp. 273-275 ◽  
Author(s):  
A. J. Finch ◽  
W. M. Nelson ◽  
L. E. Montgomery ◽  
A. B. Stein
Keyword(s):  
Locus Of Control ◽  
Emotionally Disturbed ◽  
Reflection Impulsivity ◽  
Emotionally Disturbed Children

Psychological Distance in Disturbed and Normal Children

1968 ◽  
Vol 23 (3) ◽  
pp. 695-701 ◽  
Author(s):  
Alexander Tolor
Keyword(s):  
Patient Group ◽  
Emotionally Disturbed ◽  
Psychological Distance ◽  
Treatment Center ◽  
Control Group ◽  
Social Stimuli ◽  
Normal Children ◽  
Stimulus Effects ◽  
Distance Judgments ◽  
Emotionally Disturbed Children

In an attempt to determine whether emotionally disturbed children experience more distant psychological relationships than normal children a modified version of Kuethe's social schemata technique was administered to 20 children referred to a treatment center and to 26 control group youngsters. The figures to be replaced on a field consisted of eight social stimuli and four non-social designs presented in 12 different combinations of pairs. No significant systematic directional differences in replacement distances for emotionally disturbed as compared with normal children were found. There were, however, significant age and stimulus effects. Moreover, the patient group exhibited less over-all accuracy in distance judgments than the non-disturbed children.

Influencing Associative Thinking and Imagery in Emotionally Disturbed Children

1976 ◽  
Vol 39 (1) ◽  
pp. 183-188 ◽  
Author(s):  
Leonore Loeb Adler ◽  
Pearl H. Berkowitz
Keyword(s):  
Emotionally Disturbed ◽  
Simultaneous Presentation ◽  
Fruit Tree ◽  
The Other ◽  
Control Groups ◽  
Normal Children ◽  
Graphic Representations ◽  
Visual Aid ◽  
And Control ◽  
Emotionally Disturbed Children

The present study with 105 emotionally disturbed children was a replication of a previous “Fruit-Tree Experiment” with normal children and investigated the influence exerted by an unfamiliar story on the content of drawings. A counterbalanced design was used for two series spaced 1 yr. apart of three picture drawing sessions each. Before the second drawing session a short and novel story was read to the children. Half of the children in the experimental and control groups were simultaneously shown a pertinent picture to the story, while the other half of the children did not receive any visual aid. The results showed that the simultaneous presentation of pertinent pictures with the stories did not seem to have any effect on the responses. However, the children in this study responded very much like the normal children. The present “Fruit-Tree Experiment” showed in the graphic representations by emotionally disturbed children that changes in thought associations and imagery occurred, due to their brief exposure to an unfamiliar story.

A Study of Emotionally Disturbed Children in Regular and Special Classes

1968 ◽  
Vol 35 (3) ◽  
pp. 197-204 ◽  
Author(s):  
Nicholas A. Vacc
Keyword(s):  
New York ◽  
Emotionally Disturbed ◽  
Rating Scale ◽  
Normal Children ◽  
Behavior Rating Scale ◽  
Overt Behavior ◽  
Wide Range ◽  
Regular Classes ◽  
Emotionally Disturbed Children ◽  
Special Classes

This study was conducted to measure change in achievement and overt behavior of emotionally disturbed children in special and regular classes in Chautauqua County, New York. The social position of emotionally disturbed and normal children in regular classes was also assessed. A comparative description was made on the basis of the analyzed data and the following conclusions were made within the stated limitations of the study. The emotionally disturbed children in the regular classes achieved less well on the Wide Range Achievement Test and the Behavior Rating Scale than did the emotionally disturbed children in special classes. Further, the emotionally disturbed children in the regular classes were less well accepted than the normal children.

Judgments of Simple Geometric Figures by Children

1965 ◽  
Vol 21 (3) ◽  
pp. 947-990 ◽  
Author(s):  
Judy F. Rosenblith
Keyword(s):  
Emotionally Disturbed ◽  
Paired Comparison ◽  
Relevant Literature ◽  
Visual Performance ◽  
Clinical Group ◽  
Normal Children ◽  
Geometric Figures ◽  
Reversal Errors ◽  
Types Of Error ◽  
Emotionally Disturbed Children

In order to compare perceptual visual performance of brain-damaged children and normal children, a series of perceptual studies was undertaken. Modified paired-comparison judgments were obtained from the following groups: (1) normal (kindergarten through fourth grades), (2) pre-school cerebral palsied, (3) two special classes of brain-damaged, (4) emotionally disturbed children, and (5) retarded adults (MA 5 through 11). Errors and types of error were related to age, IQ, clinical group, MA level, etc. Developmentally speaking the decline of left-right reversal errors is most striking. Organic involvement relates more to type than to sheer frequency of error. Relevant literature is discussed in relation to the findings.

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