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In order to determine the relative effectiveness of verbal self-instructions and training to delay before responding in modifying an impulsive cognitive style, 15 impulsive emotionally disturbed boys were assigned to one of three groups. The cognitive-training group was given practice in verbal self-instructions, the delay-training group received practice in delaying before responding, and the control group received no training. Posttreatment scores on the Matching Familiar Figures Test showed a significant increase in latencies for both the cognitive and delay-training groups. However, only the cognitive-training group, which had received practice in verbal self-instructions, made fewer errors following training. Implications for future research and potential treatment strategies for verbal self-instructions are discussed.
A J Finch, and
M D Wilkinson, and
W M Nelson, and
L E Montgomery
December 1982,
The Journal of genetic psychology,
A J Finch, and
M D Wilkinson, and
W M Nelson, and
L E Montgomery
July 1975,
The Journal of psychology,
A J Finch, and
M D Wilkinson, and
W M Nelson, and
L E Montgomery
December 1965,
Journal of abnormal psychology,
A J Finch, and
M D Wilkinson, and
W M Nelson, and
L E Montgomery
November 1973,
The Journal of psychology,
A J Finch, and
M D Wilkinson, and
W M Nelson, and
L E Montgomery
August 1975,
Journal of abnormal psychology,
A J Finch, and
M D Wilkinson, and
W M Nelson, and
L E Montgomery
January 1971,
Diseases of the nervous system,
A J Finch, and
M D Wilkinson, and
W M Nelson, and
L E Montgomery
May 1972,
Exceptional children,
A J Finch, and
M D Wilkinson, and
W M Nelson, and
L E Montgomery
February 1966,
Psychological reports,
A J Finch, and
M D Wilkinson, and
W M Nelson, and
L E Montgomery
June 1992,
The American journal of occupational therapy : official publication of the American Occupational Therapy Association,
A J Finch, and
M D Wilkinson, and
W M Nelson, and
L E Montgomery
April 1979,
The American journal of orthopsychiatry,
