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Effect of Cognitive Modelling on Impulsive Behaviour Among Primary School Children

Received: 30 July 2015     Accepted: 17 August 2015     Published: 8 September 2015
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Abstract

Restlessness has been associated with childhood developmental behaviour. Some children outlive this behaviour while in others, it persist and becomes a problem that prevents them from fulfilling their potentials. If such developmental behaviours are identified early they can be modified, otherwise they develop into serious disorders. Impulsive behaviour is a pervasive characteristic of Attention Deficit Hyperactive Disorder (ADHD), which is known to interfere with successful learning. The present study assessed a cognitive modelling procedure for modifying impulsivity among children. Fifty-four pupils aged between nine and thirteen years were assigned to treatment and control groups. The treatment group received training in cognitive modelling with reflective thinking practices, and the control group was given a placebo in reading comprehension in English. Results revealed superiority in response-time and accuracy (to the Matching Familiar Figures Test-20) of the treatment group over the control group. This result subsisted at one month follow-up measures. It is suggested that the school in collaboration with educational psychologists should establish remedial programmes in which reflective procedures could be employed to nurture impulsive children to approach cognitive tasks reflectively.

Published in Psychology and Behavioral Sciences (Volume 4, Issue 5)
DOI 10.11648/j.pbs.20150405.11
Page(s) 174-180
Creative Commons

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.

Copyright

Copyright © The Author(s), 2015. Published by Science Publishing Group

Keywords

Impulsivity, Cognitive Modelling, Reflective Thinking

References
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  • APA Style

    Ivy Kesewaa Nkrumah, Bolanle Olabisi Olawuyi, Eunice Torto-Seidu. (2015). Effect of Cognitive Modelling on Impulsive Behaviour Among Primary School Children. Psychology and Behavioral Sciences, 4(5), 174-180. https://doi.org/10.11648/j.pbs.20150405.11

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    ACS Style

    Ivy Kesewaa Nkrumah; Bolanle Olabisi Olawuyi; Eunice Torto-Seidu. Effect of Cognitive Modelling on Impulsive Behaviour Among Primary School Children. Psychol. Behav. Sci. 2015, 4(5), 174-180. doi: 10.11648/j.pbs.20150405.11

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    AMA Style

    Ivy Kesewaa Nkrumah, Bolanle Olabisi Olawuyi, Eunice Torto-Seidu. Effect of Cognitive Modelling on Impulsive Behaviour Among Primary School Children. Psychol Behav Sci. 2015;4(5):174-180. doi: 10.11648/j.pbs.20150405.11

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  • @article{10.11648/j.pbs.20150405.11,
      author = {Ivy Kesewaa Nkrumah and Bolanle Olabisi Olawuyi and Eunice Torto-Seidu},
      title = {Effect of Cognitive Modelling on Impulsive Behaviour Among Primary School Children},
      journal = {Psychology and Behavioral Sciences},
      volume = {4},
      number = {5},
      pages = {174-180},
      doi = {10.11648/j.pbs.20150405.11},
      url = {https://doi.org/10.11648/j.pbs.20150405.11},
      eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.pbs.20150405.11},
      abstract = {Restlessness has been associated with childhood developmental behaviour. Some children outlive this behaviour while in others, it persist and becomes a problem that prevents them from fulfilling their potentials. If such developmental behaviours are identified early they can be modified, otherwise they develop into serious disorders. Impulsive behaviour is a pervasive characteristic of Attention Deficit Hyperactive Disorder (ADHD), which is known to interfere with successful learning. The present study assessed a cognitive modelling procedure for modifying impulsivity among children. Fifty-four pupils aged between nine and thirteen years were assigned to treatment and control groups. The treatment group received training in cognitive modelling with reflective thinking practices, and the control group was given a placebo in reading comprehension in English. Results revealed superiority in response-time and accuracy (to the Matching Familiar Figures Test-20) of the treatment group over the control group. This result subsisted at one month follow-up measures. It is suggested that the school in collaboration with educational psychologists should establish remedial programmes in which reflective procedures could be employed to nurture impulsive children to approach cognitive tasks reflectively.},
     year = {2015}
    }
    

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    AU  - Ivy Kesewaa Nkrumah
    AU  - Bolanle Olabisi Olawuyi
    AU  - Eunice Torto-Seidu
    Y1  - 2015/09/08
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    DO  - 10.11648/j.pbs.20150405.11
    T2  - Psychology and Behavioral Sciences
    JF  - Psychology and Behavioral Sciences
    JO  - Psychology and Behavioral Sciences
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    PB  - Science Publishing Group
    SN  - 2328-7845
    UR  - https://doi.org/10.11648/j.pbs.20150405.11
    AB  - Restlessness has been associated with childhood developmental behaviour. Some children outlive this behaviour while in others, it persist and becomes a problem that prevents them from fulfilling their potentials. If such developmental behaviours are identified early they can be modified, otherwise they develop into serious disorders. Impulsive behaviour is a pervasive characteristic of Attention Deficit Hyperactive Disorder (ADHD), which is known to interfere with successful learning. The present study assessed a cognitive modelling procedure for modifying impulsivity among children. Fifty-four pupils aged between nine and thirteen years were assigned to treatment and control groups. The treatment group received training in cognitive modelling with reflective thinking practices, and the control group was given a placebo in reading comprehension in English. Results revealed superiority in response-time and accuracy (to the Matching Familiar Figures Test-20) of the treatment group over the control group. This result subsisted at one month follow-up measures. It is suggested that the school in collaboration with educational psychologists should establish remedial programmes in which reflective procedures could be employed to nurture impulsive children to approach cognitive tasks reflectively.
    VL  - 4
    IS  - 5
    ER  - 

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Author Information
  • Department of Psychology, University of Cape Coast, Cape Coast, Ghana

  • Department of Arts and Social Sciences, University of Ilorin, Kwara State, Nigeria

  • Department of Psychology, University of Cape Coast, Cape Coast, Ghana

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