Date of Award

1979

Degree Type

Dissertation

Degree Name

Doctor of Philosophy in Psychology

Department

Psychology

First Advisor

Allan Berman

Abstract

Seventy-six impulsive, learning disabled boys were tutored individually for five half-hour sessions. Experimental subjects were trained in verbal self-instructional techniques, which taught them how to think aloud and which necessitated good attention to task. Control subjects were tutored in a more traditional manner, with tutors receiving no specif1c instructions. Half of each group worked with academic tasks, while the other half worked with copying, visual-perceptual, and other non-academic tasks. Results indicated that all groups improved significantly from pre- to post-testing on measures of impulsivity (latency and accuracy), classroom behavior and performance, and achievement. None of the Training by Trials, nor Training by Trials by Task interactions was significant. Implications for future research and educational practice were discussed.

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