Self-instructional cognitive training to reduce impulsive cognitive style in children with Attention Deficit with Hyperactivity Disorder
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| Format: | Artículo científico |
| Language: | en |
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Universidad de Almería
2015
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| _version_ | 1876473646313111552 |
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| author | Gladys Wilma Rivera-Flores |
| author_facet | Gladys Wilma Rivera-Flores |
| contents | Self-instructional cognitive training to reduce impulsive cognitive style in children with Attention Deficit with Hyperactivity Disorder Gladys Wilma Rivera-Flores Psicología self reflection impulsivity cognitive style instructional cognitive training Introduction. Children with attention deficit with hyperactivity disorder (ADHD) have an impulsive, rigid and field-dependent cognitive style. This study examines whether selfinstructional cognitive training reduces impulsive cognitive style in children diagnosed with this disorder. Method. The subjetcs were 10 children between the ages of 6 and 8, diagnosed with attention deficit hyperactivity disorder (ADHD). The research design was quasi-experimental with pretest-posttest. The independent variable was the self-instructional cognitive training; the children were grouped into 3 groups by age, and received 30 group sessions. The dependent variable was the impulsive cognitive style which was tested before and after training with the Matching Familiar Figures Test. Results. The pretest-posttest analysis shows a statistically significant reduction in the impulsivity percentile and in number of errors, and a statistically significant increase in latency, after the training. Discussion and conclusions. The results show the effectiveness of self-instructional cognitive training to reduce the impulsive cognitive style of ADHD. Through self-instructional training, children learned to talk themselves through a sequence of organized thoughts that let them solve cognitive tasks in a reflective style. 2015 artículo científico 1696-2095 https://www.redalyc.org/articulo.oa?id=293139632002 en http://www.redalyc.org/revista.oa?id=2931 Electronic Journal of Research in Educational Psychology application/pdf Universidad de Almería Electronic Journal of Research in Educational Psychology (España) Num.1 Vol.13 |
| format | Artículo científico |
| id | redalyc_293139632002 |
| institution | Redalyc |
| language | en |
| publishDate | 2015 |
| publisher | Universidad de Almería |
| spellingShingle | Self-instructional cognitive training to reduce impulsive cognitive style in children with Attention Deficit with Hyperactivity Disorder Gladys Wilma Rivera-Flores Psicología self reflection impulsivity cognitive style instructional cognitive training Self-instructional cognitive training to reduce impulsive cognitive style in children with Attention Deficit with Hyperactivity Disorder Gladys Wilma Rivera-Flores Psicología self reflection impulsivity cognitive style instructional cognitive training Introduction. Children with attention deficit with hyperactivity disorder (ADHD) have an impulsive, rigid and field-dependent cognitive style. This study examines whether selfinstructional cognitive training reduces impulsive cognitive style in children diagnosed with this disorder. Method. The subjetcs were 10 children between the ages of 6 and 8, diagnosed with attention deficit hyperactivity disorder (ADHD). The research design was quasi-experimental with pretest-posttest. The independent variable was the self-instructional cognitive training; the children were grouped into 3 groups by age, and received 30 group sessions. The dependent variable was the impulsive cognitive style which was tested before and after training with the Matching Familiar Figures Test. Results. The pretest-posttest analysis shows a statistically significant reduction in the impulsivity percentile and in number of errors, and a statistically significant increase in latency, after the training. Discussion and conclusions. The results show the effectiveness of self-instructional cognitive training to reduce the impulsive cognitive style of ADHD. Through self-instructional training, children learned to talk themselves through a sequence of organized thoughts that let them solve cognitive tasks in a reflective style. 2015 artículo científico 1696-2095 https://www.redalyc.org/articulo.oa?id=293139632002 en http://www.redalyc.org/revista.oa?id=2931 Electronic Journal of Research in Educational Psychology application/pdf Universidad de Almería Electronic Journal of Research in Educational Psychology (España) Num.1 Vol.13 |
| title | Self-instructional cognitive training to reduce impulsive cognitive style in children with Attention Deficit with Hyperactivity Disorder |
| topic | Psicología self reflection impulsivity cognitive style instructional cognitive training |
| url | https://www.redalyc.org/articulo.oa?id=293139632002 |