The purpose of the present study was to assess the effects of the child's participation in longitudinal intervention upon his conceptual tempo and to assess the relation of maternal and child latencies to their structured teaching interaction. Results indicated some effects of treatment upon tempo, but ruled out the effect of mother/child matching or differing latencies upon patterns of interaction. Instead both maternal and child behaviors were affected by maternal latency. Mothers with short latencies and children of mothers with short latencies exhibited more positive interactions and fewer negative interactions. Findings were interpreted in terms of the general dimension of tempo.
Get full access to this article
View all access options for this article.
References
1.
AttneaveF.Applications of information theory to psychology. New York: Holt, Rinehart & Winston, 1959.
2.
AultR. L.CrawfordD. E.JeffreyW. E.Visual scanning strategies of reflective, impulsive, fast-accurate, and slow-accurate children on the Matching Familiar Figures Test. Child Development, 1972, 43, 1412–1417.
3.
AultR. L.MitchellC.HartmannD. P.Some methodological problems in reflection-impulsivity research. Paper presented at the biennial convention of the Society for Research in Child Development, Denver, April, 1975.
4.
BlockJ.BlockJ. M.HarringtonD. M.Some misgivings about the Matching Familiar Figures test as a measure of reflection-impulsivity. Developmental Psychology, 1974, 10, 611–632.
5.
CampbellS. B.Mother-child interaction in a structured situation: A comparison of reflective and impulsive boys. Paper presented at biennial meeting of the Society for Research in Child Development, Philadelphia, 1973.
6.
DebusR. L.Effects of brief observation of model behavior on conceptual tempo of impulsive children. Developmental Psychology, 1970, 2, 22–32.
7.
FalenderC. A.HeberR.Mother-child interaction and participation in a longitudinal intervention program. Developmental Psychology, 1975, 11, 830–836.
8.
HeberR.DeverR.ConryJ.The influence of environmental and genetic variables on intellectual development. In PrehmH.HammerlynckL.CrossonJ. (Eds.), Behavioral research in mental retardation. Eugene: Univer. of Oregon, 1968. Pp. 1–22.
9.
HeberR.GarberH.The Milwaukee Project: A study of the use of family intervention to prevent cultural-familial mental retardation. In FriedlanderB. Z.SterrittG. M.KirkG. E. (Eds.), Exceptional infant: Assessment and intervention. Vol. 3. New York: Brunner/Mazel, 1975. Pp. 399–433.
10.
KaganJ.Impulsive and reflective children: Significance of conceptual tempo. In KrumboltzJ. (Ed.), Learning and the educational process. Chicago: Rand McNally, 1965. Pp. 133–161. (a)
11.
KaganJ.Reflection-impulsivity and reading ability in primary grade children. Child Development, 1965, 36, 609–628. (b)
KaganJ.PearsonL.WelchL.Modifiability of an impulsive tempo. Journal of Educational Psychology, 1966, 57, 359–365. (b)
14.
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).
15.
NelsonT. H.The effects of training in attention deployment on observing behavior in reflective and impulsive children. Unpublished Ph.D. dissertation, Univer. of Minnesota, 1968.
16.
WayneV.Strategy differences between reflective and impulsive children. Child Development, 1972, 43, 1076–1080.
17.
WelchL.A naturalistic study of the free play behavior of reflective and impulsive four year olds. Paper presented at biennial meeting of the Society for Research in Child Development, Philadelphia, 1973.
18.
WrightJ. C.Reflection-impulsivity and associated observing behaviors in preschool children. Paper presented at biennial meeting of the Society for Research in Child Development, Minneapolis, 1971.
19.
WrightJ. C.User's manual for the Kansas Reflection-Impulsivity Scale for Preschoolers (KRISP). St. Ann: Cemrel, Inc., 1973.
20.
YandoR.KaganJ.The effect of teacher tempo on the child. Child Development, 1968, 39, 27–34.
