Cognitive Styles of School-Age Children Showing Attention Deficit Disorders with Hyperactivity

Attention deficit disorder with hyperactivity (ADDH) children (23 boys and 5 girls) and 28 normal children (23 boys and 5 girls) were matched by age. The ADDH group had a mean score of 2.06 on the hyperactivity scale of the Parent Symptom Questionnaire; a mean score of 1.5 is accepted as the lower limit for establishing hyperactivity. Both groups were individually administered The Wechsler Intelligence Scale for Children—Revised, Children's Embedded Figures Test, and Matching Familiar Figures Test. No significant difference appeared on the Matching Familiar Figures Test, a measure of cognitive styles of reflection-impulsivity with intelligence statistically controlled; however, a significant main effect was found on the Children's Embedded Figures Test which suggests that ADDH children are field-dependent. Some therapeutic implications were discussed.

Download Full-text

Responses to methylphenidate in Attention-Deficit/Hyperactivity Disorder and normal children: Update 2002

Journal of Attention Disorders ◽

10.1177/070674370200601s07 ◽

2002 ◽

Vol 6 (1_suppl) ◽

pp. 57-60 ◽

Cited By ~ 45

Author(s):

J. L. Rapoport ◽

G. Inoff-Germain

Keyword(s):

Attention Deficit Hyperactivity Disorder ◽

Attention Deficit ◽

Attention Deficit Disorder ◽

School Age Children ◽

Therapeutic Effects ◽

Normal Children ◽

Hyperactivity Disorder ◽

Positive Effects ◽

Pediatric Study ◽

Hyperactive Children

Since the positive effects of stimulants on disruptive behavior were described (Bradley a Bowen, 1941), further pediatric study has been limited almost exclusively to samples of hyperkinetic school-age children. Because these agents normally were viewed as arousing in their effects on the central nervous system, but were calming in their therapeutic effects on these children, stimulant effects on Attention Deficit Disorder (ADD) were interpreted as being “paradoxical.” Investigation of effects in normal children and adolescents and in those with disorders unrelated to Attention-Deficit/Hyperactivity Disorder (ADHD), as well as in young adult samples, however, indicate that stimulants appear to have similar behavioral effects in normal and in hyperactive children. This brief report is an update (as of August 2002) on studies of stimulants in ADHD and normal children, with particular focus on MPH.

Download Full-text

Comparison of Learning Disabilities in Reading, Math, Spelling and Academic Progress of Children with Attention Deficit Disorder with Hyperactivity and Normal Children at Elementary Schools

European Psychiatry ◽

10.1016/j.eurpsy.2017.01.2201 ◽

2017 ◽

Vol 41 (S1) ◽

pp. S218-S218

Author(s):

M. Nazer ◽

O. Hamid

Keyword(s):

Academic Achievement ◽

Learning Disabilities ◽

Elementary School ◽

Attention Deficit ◽

Attention Deficit Disorder ◽

Reading Speed ◽

Learning Disorders ◽

School Students ◽

Normal Children ◽

Significant Difference

Learning disabilities and attention deficit disorder with hyperactivity of important issues should be considered in elementary school students. The aim of this study was comparison learning disorders, reading, spelling, math and achievement among students in elementary school grades in Bandar Abbas. For this purpose, 384 students were randomly selected. Instruments for gathering data were:– k-Math test;– test spelling disorder (Fallahchai test);– reading test (Baezat test);– CSI-4.Factor analysis of variance test was used to analyze of data. The results showed that in the scale of dyslexia, there were more disorders in the children with attention deficit disorder in reading errors, comprehension and reading speed than normal group. In mathematical disorder scale, there were significant difference between the two groups of children with attention deficit disorder with hyperactivity and normal children. Then, the children with attention deficit disorder had higher disorders in operations math, mathematical concepts, mathematical applications, and general score math. The scale of the problem dictates there were significant difference between the two groups of children with attention deficit disorder with hyperactivity and normal children. Then, the children with attention deficit disorder had higher disorders in problem dictates. In academic achievement, the children with attention deficit disorder had lower mean in academic achievement. Finally, the results showed that age, gender, and their interaction had no significant impact on learning disorders, based on attention deficit disorder and normal groups.Disclosure of interestThe authors have not supplied their declaration of competing interest.

Download Full-text

Pengaruh Model Pembelajaran Problem Based Learning dan Gaya Kognitif Terhadap Hasil Belajar IPA Siswa di Kelas VII MTSN 2 Tanjung Jabung Timur

Edu-Sains: Jurnal Pendidikan Matematika dan Ilmu Pengetahuan Alam ◽

10.22437/jmpmipa.v7i1.7276 ◽

2018 ◽

Vol 7 (1) ◽

pp. 1-7

Author(s):

Sartika Sepriyani ◽

Rayandra Asyhar ◽

Asrial Asrial

Keyword(s):

Learning Outcomes ◽

Science Learning ◽

Cognitive Styles ◽

Problem Based Learning ◽

Learning Model ◽

Learning Models ◽

Embedded Figures Test ◽

Significant Difference ◽

Post Test ◽

Quasi Experimental

The ability to solve problems is a skill that students need to have in dealing with various problems in life. This study aims to determine the effect of problem based learning models; cognitive styles and interaction between both factors on science learning outcomes of students in class VII of MTs 2 Tanjung Jabung Timur in academic year 2015/2016. This research was conducted with a quasi-experimental research method by applying a 2 × 2 factorial design. The study sample consisted of an experimental class of 30 students and a control class of 29 students. Data collection was conducted using two types of instruments, namely the Group Embedded Figures Test (GEFT) to measure students cognitive styles and students' learning outcomes test in essay forms. The Problem Based Learning model affect the learning outcomes, there is significant difference in science learning outcomes between students who have Cognitive field dependent (FD) style that is taught by the Problem Based Learning model and students who have Cognitive FD style that is taught by conventional learning models. The results show that the value of the experimental class post-test is higher than that of the control class. In short, the experimental class with the application of the Problem Based Learning model in the learning process provides higher learning outcomes than that of the conventional models.

Download Full-text

Authoritarian Attitudes and Field Dependence

Psychological Reports ◽

10.2466/pr0.1968.22.1.309 ◽

1968 ◽

Vol 22 (1) ◽

pp. 309-310 ◽

Cited By ~ 3

Author(s):

Stephen L. Clark

Keyword(s):

Field Dependence ◽

Short Form ◽

Cognitive Styles ◽

Embedded Figures Test ◽

Field Dependent ◽

Embedded Figures

This study sought to investigate further the dependency of authoritarian attitudes on field dependence by using a factor analytically derived measure of authoritarian attitudes, the F + D scale. 523 college Ss completed the F + D scale, and the high and low scorers were selected from the extreme ends of the male distribution of 264 Ss. 20 Ss in each extreme group were individually administered Jackson's Short Form of the Embedded Figures Test (EFT), a measure of field dependence. High F + D scorers required significantly more time to complete the EFT than did low F + D scorers. They also obtained significantly lower SCAT verbal and total scores than did low F + D scorers. These two sets of findings were interpreted as resulting from the contrasting cognitive styles of the two F + D groups. It was concluded that, as measured by the tests in this study, high F + D scorers were more field dependent and less intelligent than low F + D scorers.

Download Full-text

New Evidence on Diet in Hyperkinesis

PEDIATRICS ◽

10.1542/peds.69.2.250 ◽

1982 ◽

Vol 69 (2) ◽

pp. 250-250

Author(s):

L. Eugene Arnold ◽

Elaine Nemzer

Keyword(s):

Attention Deficit ◽

Attention Deficit Disorder ◽

Clinical Implications ◽

Normal Children ◽

New Evidence

We wish to draw the attention of practicing pediatricians to two recent studies that converge on some important clinical implications for management of attention deficit disorder (ADD, hyperkinesis, MBD). Prinz and associates1 found in a sample of hyperkinetic and normal children that destructive-aggressive and restless behavior significantly correlated with the amount of sugar consumed by a child, with the ratio of sugar products to other foods, and perhaps most importantly, with the ratio of carbohydrate to protein in the diet.

Download Full-text

Determining the association between polymorphisms of the DAT1 and DRD4 genes with attention deficit hyperactivity disorder in children from Java Island

Neurology International ◽

10.4081/ni.2020.8292 ◽

2020 ◽

Vol 12 (1) ◽

Author(s):

Cempaka Thursina ◽

Dian Kesumapramudya Nurputra ◽

Indra Sari Kusuma Harahap ◽

Nur Imma Fatimah Harahap ◽

Nihayatus Sa’adah ◽

...

Keyword(s):

Attention Deficit Hyperactivity Disorder ◽

Attention Deficit ◽

Genotype Distribution ◽

Drd4 Gene ◽

Normal Children ◽

Repeat Allele ◽

Hyperactivity Disorder ◽

Vntr Polymorphism ◽

Dat1 Gene ◽

Significant Difference

Attention deficit hyperactivity disorder (ADHD) is one of the most common neurobehavioural in the children. Genetic factor is known one of the factors which contributed in ADHD development. VNTR polymorphism in 3’UTR exon 15 of DAT1 gene and exon 3 of DRD4 gene are reported to be associated in ADHD. In this study we examine the association of ADHD with VNTR polymorphism of DAT1 and DRD4 gene in Indonesian children. Sixty-five ADHD children and 70 normal children (6- 13 years of age), were included in the study, we matched by age and gender. ADHD was diagnosed by DSM-IV. We performed a casecontrol study to found the association between ADHD and VNTR polymorphism of DAT1 and DRD4 genes. The 10-repeat allele of DAT1 and 2-repeat allele of DRD4 were higher in Indonesian children. Although the frequency of these allele was higher, but it was similar both in ADHD and control groups. Neither DAT1 nor DRD4 gene showed showed significant difference in genotype distribution and frequency allele between both groups (p > 0.05). No association between ADHD and VNTR polymorphism of DAT1 and DRD4 genes found in Indonesian children. This data suggest that DAT1 and DRD4 do not contribute to etiology of ADHD in Indonesian children. Further studies are needed to clarify association between VNTR polymorphism of DAT1 and DRD4 genetic with ADHD of Indonesian children in larger sample size and family based study.

Download Full-text

Differences between children with attention deficit disorder, children with specific learning disabilities, and normal children

Journal of School Psychology ◽

10.1016/0022-4405(87)90025-2 ◽

1987 ◽

Vol 25 (2) ◽

pp. 161-166 ◽

Cited By ~ 10

Author(s):

Cheryl Kuehne ◽

Thomas J. Kehle ◽

William McMahon

Keyword(s):

Learning Disabilities ◽

Attention Deficit ◽

Attention Deficit Disorder ◽

Specific Learning Disabilities ◽

Normal Children ◽

Specific Learning

Download Full-text

Field Dependence: Experimenters' Expectancy, Sex Difference or No Difference?

Perceptual and Motor Skills ◽

10.2466/pms.1989.68.2.355 ◽

1989 ◽

Vol 68 (2) ◽

pp. 355-358 ◽

Cited By ~ 3

Author(s):

Caroline Munoz Peplin ◽

Janet D. Larsen

Keyword(s):

Field Dependence ◽

Men And Women ◽

Embedded Figures Test ◽

Expectancy Effect ◽

Significant Difference ◽

Embedded Figures ◽

Males And Females ◽

Rod And Frame Test ◽

Rod And Frame ◽

Expected Outcomes

The possibility that sex differences found in previous research on field dependence may have been due partly to experimenters' expectancy was investigated. Three pairs of naive student-experimenters received different information about expected outcomes for males and females on the Rod and Frame Test and the Embedded Figures Test. There was no evidence of an experimenters' expectancy effect, but there was also no significant difference in the performance of men and women on these two tests of field dependence.

Download Full-text

Construct Validity of the Children's Embedded Figures Test

Perceptual and Motor Skills ◽

10.2466/pms.1987.64.3c.1035 ◽

1987 ◽

Vol 64 (3_suppl) ◽

pp. 1035-1038 ◽

Cited By ~ 5

Author(s):

Michael A. Glynn ◽

Sue B. Stoner

Keyword(s):

Construct Validity ◽

Convergent Validity ◽

Embedded Figures Test ◽

Embedded Figures ◽

Matching Familiar Figures Test

The Children's Embedded Figures Test and the Matching Familiar Figures Test were given to 28 children ranging in age from 5 to 12 yr. ( M age = 9.3 yr.) to estimate the construct validity of the Children's Embedded Figures Test. A significant correlation of .65 between age and number of correct embedded figures and a nonsignificant correlation of .32 between number of correct embedded figures and latencies to match familiar figures were found. Implications are examined in the light of earlier findings demonstrating the convergent validity of the Children's Embedded Figures Test.

Download Full-text