Research Article
Reduction in Children’s Impulsivity Enhances Performance in Mathematics, but not English language: Evidence for Impulsive Behaviour Modification Using Cognitive Modelling
More Detail
1 University of Cape Coast, GHANA* Corresponding Author
Mediterranean Journal of Social & Behavioral Research, 5(3), October 2021, 67-77, https://doi.org/10.30935/mjosbr/11338
OPEN ACCESS 983 Views 942 Downloads
ABSTRACT
Test responses are mostly the chief basis for diagnosis, but educational appraisals of learners who experience difficulties mostly fail to account for the length of time the learner employs to respond to cognitive tasks. Impulsive children have been shown to experience challenges in school, not because they are less intelligent than the non-impulsive ones, but because of their fast conceptual tempo. This study employed a cognitive modelling procedure in attempt to reduce impulsivity in children, and subsequently enhance their performances in English language and Mathematics. A total of 93 primary four pupils who had been identified as impulsive, participated in the study. They were divided into four groups using the Solomon Four Group Experimental Design. The findings were that the experimental groups showed a reduction in impulsivity relative to the control groups at posttest and delayed posttest measures. The reduced impulsivity in the experimental groups translated into improved performance in Mathematics but this was not observed in the subjects’ performances in the English language. The results provide preliminary support for the efficacy of cognitive modelling training intervention as a mechanism for reducing impulsivity in children and enhancing their performance in Mathematics.
CITATION (APA)
Torto-Seidu, E., Nkrumah, I. K., & Asamani, L. (2021). Reduction in Children’s Impulsivity Enhances Performance in Mathematics, but not English language: Evidence for Impulsive Behaviour Modification Using Cognitive Modelling. Mediterranean Journal of Social & Behavioral Research, 5(3), 67-77. https://doi.org/10.30935/mjosbr/11338
REFERENCES
- Ammer, J. J. (1983). Teaching students how to learn: A self-instruction strategy to increase attending-to-task and problem-solving skills of underachieving middle school students. Middle School Research Selected Studies, 8(1), 70-85. https://doi.org/10.1080/08851700.1983.11670242
- Asikhia, O. (2010). Students and teachers’ perception of the causes of poor academic performance in Ogun State secondary schools [Nigeria]: Implications for counseling for national development. European Journal for Social Sciences, 13, 229-242.
- Bandura, A. (1969). Principles of behaviour modification. Holt, Rinehart & Winston.
- Bandura, A. (1982). Self-efficacy mechanism in human agency. American Psychologist, 37, 122-147. https://doi.org/10.1037/0003-066X.37.2.122
- Bandura, A. J. (1977). Social learning theory. Prentice Hall.
- Barkley, R. A. (1997). ADHD and the nature of self-control. Guilford Press.
- Barkley, R. A. (2006). Attention deficit hyperactivity disorder: A handbook for diagnosis and treatment (3rd ed.). Guildford Press.
- Cameron, M. I., & Robinson, V. M. J. (1980). Effects of cognitive training on academic and on-task behaviour of hyperactive children. Journal of Abnormal Child Psychology, 8(3), 405-419. https://doi.org/10.1007/BF00916384
- Cameron, R. (1984). Problem-solving inefficiency and conceptual tempo: A task analysis of underlying factors. Child Development, 55, 2031-2041. https://doi.org/10.2307/1129777
- Carver, C. S. (2005). Impulse and constraint: Perspectives from personality psychology, convergence with theory in other areas, and potential for integration. Personality and Social Psychology Review, 9, 312-333. https://doi.org/10.1207/s15327957pspr0904_2
- Debus, R. L. (1970). Effects of brief observation of model behaviour on conceptual tempo of impulsive children. Developmental Psychology, 2(1), 22-32. https://doi.org/10.1037/h0028603
- Deliz, A. (2008). Causes of ADD/ADHD. http://abby.deliz.suite101.com/causes-of-addadhd-971672
- DuPaul, G. J., Morgan, P. L., Farkas, G., Hillemeier, M. M., & Maczuga, S. (2016). Academic and social functioning associated with attention-deficit/hyperactivity disorder: Latent class analyses of trajectories from kindergarten to fifth grade. Journal of Abnormal Child Psychology, 44, 1425-1438. https://doi.org/10.1007/s10802-016-0126-z
- Etsey, K. (2005). Causes of low academic performance of primary school pupils in the Shama Sub-Metro of Shama Ahanta East Metropolitan Assembly (SAEMA) in Ghana. Regional Conference on Education in West Africa, Dakar, Senegal.
- Fontaine, R. G., & Dodge, K. A. (2006). Real-time decision making and aggressive behaviour in youth: A heuristic model of response evaluation and decision (RED). Aggressive Behaviour, 32, 604-624. https://doi.org/10.1002/ab.20150
- Franco, C., Amutio, A., Lopez-Gonzalez, L., Oriol, X., & Matinez-Taboada, C. (2016). Effect of a mindfulness trainingpProgram on the impulsivity and aggression levels of adolescents with behavioral problems in the classroom. Frontiers. in Psychology. https://doi.org/10.3389/fpsyg.2016.01385
- Fredriksen, M., Dahl, A. A., Martinsen, E. W., Klungsoyr, O., Faraone, S. V., & Peleikis, D. E. (2014). Childhood and persistent ADHD symptoms associated with educational failure and long-term occupational disability in adult ADHD. Attention Deficit and Hyperactivity Disorders, 6, 87-99. https://doi.org/10.1007/s12402-014-0126-1
- Gorrell, J. (1993). Cognitive modeling and implicit rules: Effects on problem-solving performance. The American Journal of Psychology, 106(1), 51-65. https://doi.org/10.2307/1422865
- Haskins, R., & McKinney, J. D. (1976). Relative effects of response tempo and accuracy on problem solving and academic achievement. Child Development, 47, 690-696. https://doi.org/10.2307/1128183
- Herman, B. (1982). Treating cognitively impulsive children using academic materials and peer models (Unpublished doctoral dissertation), Indiana State University, U.S.A.
- Kagan, J. (1966). Reflection-impulsivity: The generality and dynamics of conceptual tempo. Journal of Abnormal Psychology, 71(1), 17-24. https://doi.org/10.1037/h0022886
- Kagan, J., Pearson, L., & Welch, L. (1966). Modifiability of an impulsive tempo. Journal of Educational Psychology, 57, 359-365. https://doi.org/10.1037/h0023960
- Kangro, E. M. (2011). Interplay of self-control and situational demands in binge-drinking. Abstract submitted at the 2nd Biennial Meeting of the Association Research in Personality, Latvia. https://doi.org/10.1037/e676392012-158
- Kano, D. D., Ayana, D. K., & Chali, G. T. (2017). Practices and challenges on reflective teaching: An investigation of second cycle primary schools (5-8) EFL Teachers’ in South West Cluster Zones of Oromiya Regional State. International Journal of Sciences: Basic and Applied Research (IJSBAR), 33(2), 225-247.
- Kreisman, J. J., & Hal Straus, M. D. (2004). Living with borderline personality disorder. John Wiley and Sons, Inc.
- Lawry, J. A., Welsh, M. C., & Jeffrey, W. E. (1983). Cognitive tempo and complex problem solving. Child Development, 54, 912-920. https://doi.org/10.2307/1129895
- Nkrumah, I. K., & Neumann, E. (2017). Cross-language negative priming remains intact, while positive priming disappears: evidence for two sources of selective inhibition. Journal of Cognitive Psychology, 30(3), 361-384. https://doi.org/10.1080/20445911.2017.1417311
- Nkrumah, I., Olawuyi B., & Torto-Seidu, E. (2015). Effect of cognitive modelling on impulsive behaviour among primary school children. Psychology and Behavioural Sciences; 4(5), 174-180. https://doi.org/10.11648/j.pbs.20150405.11
- Nkrumah, K, I. (2013). Effect of cognitive modelling on impulsive behaviour among primary school children (Unpublished MPhil thesis), University of Illorin, Nigeria.
- Nwamuo, P. A. (2010). The effect of cognitive modelling in the reduction of impulsive behaviour among primary school children. Ife Psychologia. https://doi.org/10.4314/ifep.v18i1.51653
- Odoemelam, A. L. (1994). The effects of selected treatment programmes on the behaviour problems of primary school children in Owerri urban, Imo State (Unpublished PhD thesis), University of Nigeria, Nsukka.
- Olasehinde, F. A. O. (1986). The relationship of cognitive style dimension of impulsivity/reflective with sex, creativity and achievement (M. Ed. thesis), University of Ilorin, Nigeria.
- Olasehinde, F. A. O. (1992). Development and assessment of procedures for training inreflective thinking in cognitive task performance. Nigerian Journal of Educational Foundations, 3(1), 123-131.
- Olasehinde, F. A. O. A. (1991). Assessment of procedures for training in reflective thinking in cognitive task performance (Unpublished PhD thesis), University of Ilorin, Nigeria.
- Peckham, A. D, Johnson, S. L, & Swerdlow, B. A. (2019). Working memory interacts with emotion regulation to predict symptoms of mania. Psychiatry Research, 281, 112551. https://doi.org/10.1016/j.psychres.2019.112551
- Pedersen, S., & Liu, M. (2002). The effects of modelling expert cognitive strategies during problem-based learning. Journal of Educational Computing Research, 26(4), 353-380. https://doi.org/10.1092/8946-J9N7-E79U-M7CR
- Pourmohamadreza-Tajrishi, M., Ashori, M., & Jalil-Abkenar, S. (2015). The effectiveness of verbal self-instruction training on math problem-solving of intellectually disabled students. Iranian Rehabilitation Journal, 13(4), 58-62.
- Schunk, D. H. (1981). Modelling and attributional effects on children’s achievement: A self-efficacy analysis. Journal of Educational Psychology, 73, 93-105. https://doi.org/10.1037/0022-0663.73.1.93
- Schunk, D. H., & Hanson, A. R. (1985). Peer models: Influence on children’s self-efficacy and achievement. Journal of Educational Psychology, 77, 313-322. https://doi.org/10.1037/0022-0663.77.3.313
- Special Attention Project. (2011). Children with learning difficulties in public basic schools in Ghana. A study involving local stakeholders in Greater Accra region. http://docsgoogle.com/viewer?acache:EvifwrMkBS:sapghana.com/data
- Spinella, M., & Miley, W. M. (2003). Impulsivity and academic achievement in college students. College Student Journal, 37(4), 545-549.
- Valentine, J. C., Harris Cooper, H., Patall, E. A., Tyson, D., & Robinson, J. C. (2010). A method for evaluating research syntheses: The quality, conclusions, and consensus of 12 syntheses of the effects of after-school programs. Research Synthesis Methods, 1(1), 20-38. https://doi.org/10.1002/jrsm3
- Werbach, M. R. (1995). Nutritional influences of aggressive behaviour. Journal of Orthomolecular Medicine, 7(1). http://orthomolecular.org/library/articles/webach.shtml
- Woods, K., & Ploof, H. (1997). Understanding ADHD: Attention deficit disorder and the feeding brain. SAGE.
- Yando, R., & Kagan, J. (1968). The effect of teacher tempo on the child. Child Development, 39, 27-34. https://doi.org/10.2307/1127355
- Zapolski, T. C. B., Cyders, M. A., & Gregory, T. S. (2009). Positive urgency predicts illegal drug use and risky sexual behaviour. Psychology of Addictive Behaviour, 32, 348-354. https://doi.org/10.1037/a0014684