The relationships among conceptual tempo, the ability to inhibit movement, and the ability to accelerate movement were studied in 4-, 7-, and 9-yr.-old boys and girls. Conceptual tempo was measured by Kagan's Matching Familiar Figures and motor inhibition and motor acceleration were measured by the Walk-a-Board, Reel-up, and Finger Tap tests. The ability to inhibit movement was correlated with the ability to accelerate movement and both were related to conceptual tempo for boys. For girls, movement acceleration and conceptual tempo were not related. The relationships were strongest for 4-yr.-olds and decreased as age increased.
Get full access to this article
View all access options for this article.
References
1.
CostantiniA. F., & HovingK. L.The relationship of cognitive and motor response inhibition to age and IQ. Journal of Genetic Psychology, 1973, in press.
2.
HarrisonA., & NadelmanL.Conceptual tempo and inhibition of movement in black preschool children. Child Development, 1972, 43, 657–668.
3.
KaganJ.Reflection-impulsivity and reading ability in primary grade children. Child Development, 1965, 36, 609–628.
4.
KaganJ.Developmental studies in reflection and analysis. In KiddA. H., & RivoireJ. H. (Eds.), Perceptual and conceptual development in children.New York: International Univer. Press, 1966. Pp. 487–525.
5.
KaganJ., RosmanB. L., DayD., AlbertJ., & PhillipsW.Information processing in the child: significance of analytic and reflective attitudes. Psychological Monographs, 1964, 78, No. 1(Whole No. 578).
6.
LewisM., RaushM., GoldbergS., & DoddC.Error, response time and IQ: sex differences in cognitive style of preschool children. Perceptual and Motor Skills, 1968, 26, 563–568.
7.
MaccobyE. E., DowleyE. E., HagenJ. W., & DegermanR.Activity level and intellectual functioning in normal preschool children. Child Development, 1965, 36, 761–770.
8.
MassariD., HayweiserL., & MeyerW. J.Activity level and intellectual functioning in deprived preschool children. Developmental Psychology, 1969, 1, 286–290.
9.
WhiteS. H.Evidence for a hierarchical arrangement of learning processes. In LipsittL. P., & SpikerC. C. (Eds.), Advances in child development and behavior. Vol. 2. New York: Academic Press, 1965. Pp. 189–220.
