Studies have indicated that the economically disadvantaged child has an impulsive, rather than a reflective, cognitive style. This impulsivity is similar to the behavior of the hyperkinetic, brain-injured child. Preschool programs for the disadvantaged have not taken account of the impulsivity of these children. It is suggested that further research be done to determine whether methods of teaching hyperactive, brain-injured children may be of value in teaching the disadvantaged
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