LEARNING POTENTIAL AND RIGIDITY IN THE ADOLESCENT MENTALLY RETARDED.

PERFORMANCE OF 40 EDUCABLE MENTALLY RETARDED (EMR) ADOLESCENTS AFTER COACHING ON A NONVERBAL REASONING TASK VARIES CONSIDERABLY. SS WHOSE SCORES IMPROVED MARKEDLY ON THE REASONING TASK (GAINERS) CANNOT BE DISTINGUISHED FROM THOSE WHO DID NOT BENEFIT FROM THE COACHING EXPERIENCE (NONGAINERS), WHEN TRADITIONAL IQ AND SCHOOL-HISTORY CRITERIA ARE EXAMINED. GAINER EMRS DEMONSTRATED LESS RIGIDITY THAN NONGAINERS ON A SIMPLE REPETITIVE TASK, TENDING TO SATIATE MORE FREQUENTLY. GAINERS ALSO TENDED TO SHIFT CONCEPTS MORE READILY THAN NONGAINERS AND MA CONTROLS. CA CONTROLS WERE LEAST RIGID ON BOTH TASKS. GAINERS' PERFORMANCE PARALLELED THIS GROUP. A HISTORY OF SOCIAL DEPRIVATION WAS ASSOCIATED WITH PROLONGED PERFORMANCE ON THE SIMPLE REPETITIVE TASKS BUT NOT ON THE CONCEPT-SHIFT PROBLEM. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

ABBREVIATED FORM OF THE WISC FOR USE WITH BRAIN-DAMAGED AND MENTALLY RETARDED CHILDREN.

DISCUSSES THE USE OF AN ABBREVIATED FORM OF THE WISC TO INCLUDE BRAIN-DAMAGED AND MENTALLY RETARDED GROUPS OF CHILDREN. THIS ABBREVIATED FORM MAKES USE OF PART OF THE ITEMS IN EACH SUBTEST, THEREBY NOT ONLY SHORTENING THE TEST BUT ALSO PERMITTING THE TEST TO RETAIN ALL OF ITS SUBTESTS. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

EXPECTANCY OF SUCCESS AND THE PROBABILITY LEARNING OF MIDDLE-CLASS, LOWER-CLASS, AND RETARDED CHILDREN.

TESTED THE HYPOTHESIS THAT RETARDED AND NORMAL CHILDREN OF THE SAME MA DIFFER IN PERFORMANCE ON A PARTIALLY REINFORCED 3-CHOICE LEARNING TASK BECAUSE THEY HAVE DIFFERING EXPECTANCIES OF SUCCESS. THE PERFORMANCE OF 60 NORMAL LOWER-CLASS (LOW EXPECTANCY) AND 60 NORMAL MIDDLE-CLASS (HIGH EXPECTANCY) SS WAS COMPARED WITH THAT OF 60 NONINSTITUTIONALIZED RETARDATES. 1/3 OF THE SS IN EACH GROUP WERE ASSIGNED TO A SUCCESS, FAILURE, OR CONTROL CONDITION WHICH THEY EXPERIENCED PRIOR TO PERFORMING ON THE CRITERION TASK. 1/2 OF THE SS IN EACH GROUP WERE PENALIZED FOR MAKING ERRORS. NORMAL LOWER-CLASS SS SHOWED THE MOST MAXIMIZING (CORRECT RESPONSES) AND THE LEAST LEFT, MIDDLE, RIGHT PATTERNING OF RESPONSES, WHILE NORMAL MIDDLE-CLASS SS SHOWED THE LEAST MAXIMIZING AND MOST PATTERNING. RETARDED SS FELL BETWEEN THESE 2 GROUPS ON BOTH MEASURES. (29 REF.) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

EFFECT OF IRRELEVANT PERIPHERAL VISUAL STIMULI ON DISCRIMINATION LEARNING IN MINIMALLY BRAIN-DAMAGED CHILDREN.

THE HYPOTHESIS THAT MINIMALLY BRAIN-DAMAGED CHILDREN ARE MORE DISTRACTIBLE THAN NON-BRAIN-DAMAGED CHILDREN WAS TESTED IN A SERIES OF 3 EXPERIMENTS. EXP. I DEMONSTRATED THAT THE DISTRACTING CONDITION OF PERIPHERAL VISUAL STIMULI INTERFERED WITH DISCRIMINATION LEARNING IN NON-BRAIN-DAMAGED SS. IN EXP. II THE DISTRACTING CONDITION AGAIN INTERFERED WITH LEARNING IN NON-BRAIN-DAMAGED SS, BUT FAILED TO HAVE THIS EFFECT WITH BRAIN-DAMAGED SS. WHEN DIFFERENCES IN IQ WERE CONTROLLED STATISTICALLY, THE PERFORMANCE DIFFERENCES BETWEEN BRAIN-DAMAGED AND NON-BRAIN-DAMAGED GROUPS WERE NO LONGER SIGNIFICANT. THE DISTRACTING CONDITION DID NOT INTERFERE WITH LEARNING IN A GROUP OF OLDER BRAIN-INJURED SS USED IN EXP. III. RESULTS FAILED TO SUPPORT THE HYPOTHESIS THAT A TASK-IRRELEVANT DISTRACTING CONDITION OF PERIPHERAL VISUAL STIMULI WOULD AFFECT THE PERFORMANCE OF BRAIN-INJURED SS MORE THAN THAT OF NON-BRAIN-INJURED SS. (22 REF.) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

CONCEPT USAGE RESEARCH WITH THE MENTALLY RETARDED.

STUDIES REVIEWED ARE GROUPED BY METHODOLOGY (ASSOCIATIVE CLUSTERING AND SORTING) AND BY S POPULATION (FAMILIAL AND ORGANIC) TO AID CROSS-EXPERIMENT COMPARISONS. 2 OF THE CONCLUSIONS DRAWN ARE (1) THAT RETARDATES EVIDENTLY DO HAVE CONCEPTS AVAILABLE BUT ARE LESS ABLE TO USE THEM THAN ARE NORMALS WHEN VERBAL LABELING IS REQUIRED, AND (2) THAT WHEN ATTENTION IS CALLED TO THE RELEVANT CUES IN A SITUATION, THE RETARDATE DOES AS WELL AS OR BETTER THAN HIS MA CONTROL. (2 P. REF.) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

SIMPLE REACTION TIME IN SCHIZOPHRENIC, RETARDED, AND NORMAL CHILDREN UNDER REGULAR AND IRREGULAR PREPARATORY INTERVAL CONDITIONS.

ATTEMPTED TO REPLICATE, WITH MINOR MODIFICATIONS, E. H. RODNICK AND D. SHAKOW'S (SEE 15:4) STUDY ON R.T. SS WERE 20 SCHIZOPHRENIC, 20 RETARDED, AND 20 NORMAL CHILDREN. THE PROCEDURE CONSISTED OF REGULAR AND IRREGULAR PREPARATORY INTERVAL CONDITIONS. SCHIZOPHRENICS WERE SLOWER AND MORE VARIABLE THAN THE CONTROLS. WHEN APPLYING THE SET-INDEX FORMULAS, A 10% OVERLAP BETWEEN NORMALS AND SCHIZOPHRENICS WAS ALSO EVIDENT. NO CLEAR SEPARATION COULD BE OBTAINED BETWEEN SCHIZOPHRENIC AND RETARDED CHILDREN. (FRENCH ABSTRACT) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

VICARIOUS DISCRIMINATION LEARNING IN RETARDATES.

120 RETARDED SS OBSERVED A FILMED HUMAN MODEL LEARN A 4-CHOICE DISCRIMINATION PROBLEM. SS WERE THEN REQUIRED TO PERFORM IN THE SAME TASK. THE MAJOR INDEPENDENT VARIABLES WERE CONDITIONS OF OBSERVATION (MODEL SHOCKED, MODEL NOT SHOCKED, CARTOON CONTROL), LENGTH OF OBSERVATIONAL EXPERIENCE (32 VS. 64 TRIALS), AND CONDITIONS OF TESTING (AVERSIVE BUZZER VS. NO BUZZER FOR INCORRECT RESPONDING). RESULTS INDICATE THAT, UNDER NO SHOCK CONDITIONS, VICARIOUS DISCRIMINATION LEARNING OCCURRED AND WAS A DIRECT FUNCTION OF THE NUMBER OF OBSERVATIONS. THE PRESENTATION OF AVERSIVE STIMULATION DURING OBSERVATION AND TESTING INTERACTED SIGNIFICANTLY WITH THE NUMBER AND CONDITIONS OF OBSERVATIONAL TRIALS, RESPECTIVELY, SUPPORTING PREVIOUS RESEARCH SUGGESTING A NONMONOTONIC RELATIONSHIP BETWEEN LEVELS OF EMOTIONAL AROUSAL AND VICARIOUS CONDITIONING. (17 REF.) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A METHODOLOGICAL ANALYSIS OF SHIFT PARADIGMS IN HUMAN DISCRIMINATION LEARNING.

EVALUATES THE DEVELOPMENT OF SHIFT PARADIGMS FOR TESTING MEDIATION THEORY VS. SINGLE-STAGE THEORY. THE BASIC DESIGN, THE OPTIONAL SHIFT, AND THE PARTIAL CHANGE DESIGN ARE ALL SHOWN TO HARBOR POSSIBLE BIASES WHICH COULD CONFOUND THE RESULTS. THESE SOURCES OF BIASES ARE INTERMITTENT REINFORCEMENT, SHIFT DETECTION, OBVIOUSNESS OF SOLUTION, STIMULUS NOVELTY, AND NEGATIVE TRANSFER. IT IS SUGGESTED THAT THE STRAIGHT REVERSAL SHIFT BE SUPPLANTED IN FAVOR OF ANOTHER TYPE OF INTRADIMENSIONAL SHIFT. THE TOTAL CHANGE DESIGN, WHICH USES NEW VALUES ON ALL DIMENSIONS FOR ALL GROUPS, IS PREFERABLE, PARTICULARLY IF SYMBOLIC STIMULI ARE EMPLOYED. (48 REF.) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

STIMULUS TRACE IN THE MENTALLY RETARDED: DEFECT OR DEVELOPMENTAL LAG?

TO DETERMINE WHETHER THE CENTRAL ORGANISMIC VARIABLE OF STIMULUS TRACE THEORY, I.E., NEURAL INTEGRITY (NI), WAS MORE CLOSELY RELATED TO MA OR IQ, COMPARISONS WERE MADE BETWEEN DIGIT SPAN PERFORMANCE OF OUTPATIENT CHILDREN WHO WERE MATCHED ON EITHER MA OR CA BUT WHO DIFFERED IN IQ GROUPS MATCHED DIFFERENCES WERE FOUND BETWEEN NORMAL, BORDERLINE, AND RETARDED IQ. ON CA, BUT NOT BETWEEN THOSE MATCHED ON MA. IT IS CONCLUDED THAT N1 WAS RELATED TO MA BUT NOT TO IQ AND THAT AS A CONSEQUENCE STIMULUS TRACE THEORY WAS BEST REGARDED AS A DEVELOPMENTAL RATHER THAN A DEFECT APPROACH TO MENTAL RETARDATION. THE DIFFERENTIAL IMPLICATIONS AND RESEARCH STRATEGIES OF DEVELOPMENTAL AND DEFECT APPROACHES ARE DISCUSSED AS IS THE SIGNIFICANCE OF THE FINDING OF NO DIFFERENCES IN VARIABILITY OF DIGIT SPAN PERFORMANCE BETWEEN NORMAL AND RETARDED CHILDREN. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

FAILURE OF THE CONCEPTUAL STYLES TEST TO DISCRIMINATE NORMAL AND HIGHLY IMPULSIVE CHILDREN.

2 COGNITIVE DISPOSITIONS, INFERENTIAL AND ANALYTIC, AND THEIR RELATIONSHIP TO IMPULSIVE SCHOOL BEHAVIOR WERE INVESTIGATED. THE RELATIONSHIP OF THE DISPOSITIONS TO THE FISHER-CLEVELAND BARRIER SCORE WAS ALSO TESTED. THE KAGAN CONCEPTUAL STYLES TEST (CST) AND THE RORSCHACH INK BLOTS WERE ADMINISTERED TO 46 EXTREMELY IMPULSIVE BOYS IN SPECIAL 4TH-GRADE SCHOOL CLASSROOMS. THE CST WAS NOT ABLE TO DISTINGUISH THESE IMPULSIVE CHILDREN FROM KAGAN'S EQUIVALENT NORMAL SAMPLE OR FROM ANOTHER NORMAL GROUP. AS ANTICIPATED, NO SIGNIFICANT RELATIONSHIPS EXISTED BETWEEN THE BARRIER SCORE AND EITHER OF THE SCORES DERIVED FROM THE CST. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

DISCRIMINATION LEARNING: TWO VIEWS IN HISTORICAL PERSPECTIVE.

REVIEWS THEORETICAL DEVELOPMENTS IN THE STUDY OF DISCRIMINATION LEARNING IN RELATION TO 2 MAJOR CONTEMPORARY VIEWPOINTS-A PERCEPTUAL ORIENTATION AS EXPRESSED IN DIFFERENTIATION THEORY, AND A LEARNING ORIENTATION AS EXPRESSED IN MEDIATION THEORY. EARLY AS WELL AS PRESENT THEORY AND RESEARCH ARE FOUND TO HAVE CONSISTENTLY EMPHASIZED RESPONSE PROCESSES, PARTICULARLY THOSE OF A MEDIATIONAL NATURE, IN ACCOUNTS OF DISCRIMINATION LEARNING. THIS LINE OF DEVELOPMENT IS SEEN AS TENDING TO HAVE PRECLUDED PROPER CONSIDERATION OF THE NATURE AND ROLE OF THE STIMULUS. WHEN VIEWED IN THIS HISTORICAL CONTEXT, THE CONCEPTIONS OF DIFFERENTIATION THEORY ARE SEEN AS PROMOTING A DESIRABLE THEORETICAL AND EMPIRICAL BALANCE. (2 P. REF.) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

ITEM AMBIGUITY AND ITEM DISCRIMINATION IN THE MMPI.

EVALUATED 2 CONCEPTUAL MODELS OF ITEM AMBIGUITY WITH RESPECT TO THE DISCRIMINATION POWER AND RESPONSE DIRECTION OF MMPI ITEMS. INTERPRETIVE AMBIGUITY RATINGS AND RESPONSE AMBIGUITY VALUES WERE OBTAINED ON THE ITEMS IN ORDER TO DIVIDE THEM INTO GROUPS BY AMBIGUITY CHARACTERISTICS. A CHI-SQUARE ANALYSIS INDICATED THE PRESENCE OF A LOW POSITIVE RELATIONSHIP BETWEEN THE 2 MEASURES. THE ITEMS WERE ANALYZED WITH RESPECT TO THE NUMBER OF SCALES ON WHICH THEY ARE KEYED AND IN TERMS OF THEIR VARIABILITY IN RESPONSE DIRECTION. IT WAS EXPECTED THAT ITEMS HIGH IN INTERPRETIVE AMBIGUITY AND LOW IN RESPONSE AMBIGUITY WOULD HAVE GREATER DISCRIMINATION POWER AND WOULD BE MORE VARIABLE IN KEYED RESPONSE DIRECTION. BOTH EXPECTATIONS WERE CONFIRMED. THE FINDINGS SUGGEST THAT THE DISTINCTION BETWEEN INTERPRETIVE AND RESPONSE AMBIGUITY IS USEFUL TO CONSIDER IN ITEM-ANALYSIS PROCEDURES. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

EXPERIMENTAL STRESS AND LEARNING IN THE AGED.

SERIAL ROTE VERBAL LEARNING UNDER FAST (4 SEC.) AND SLOW (10 SEC.) PACING WAS ADMINISTERED TO 6 GROUPS OF AGED MEN OVER 60 (MEAN AGE = 67.8, N = 54) UNDER 3 LEVELS OF EXPERIMENTAL STRESS. MAXIMAL EFFECTS OF INDUCED STRESS INCLUDING RESPONSE INHIBITION WERE PREDICTED FOR SLOWER PACING. RESULTS CONFIRMED THE HYPOTHESIS AND SUGGEST THAT THE INCREASED LEARNING AND RESPONSIVITY OF AGED SS WITH LONGER EXPOSURE DURATION MAY BE A FUNCTION OF ANXIETY REDUCTION. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

PHENOMENAL-REAL DISCRIMINATION AND THE CONSERVATION OF ILLUSION-DISTORTED LENGTH.

ATTEMPTED TO DETERMINE IF A RELATION EXISTS BETWEEN PHENOMENAL-REAL DISCRIMINATION AND LENGTH CONSERVATION. 75 5-6 YR. OLDS WERE ASKED TO DESCRIBE HOW 7 STIMULI LOOKED, HOW THEY REALLY WERE, AND ALSO TO CONSERVE THE LENGTH OF 2 EQUAL STICKS THAT WERE MADE TO LOOK UNEQUAL BY THE MULLER-LYER ILLUSION. THE RELATION WAS FOUND, BUT IT IS CONCLUDED THAT A GENERAL PHENOMENAL-REAL DISCRIMINATION CAPACITY MAY BE A NECESSARY BUT NOT SUFFICIENT CONDITION FOR THE CONSERVATION OF LENGTH. (FRENCH SUMMARY) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

USE OF LEARNING CUES WITH THE BENDER VISUAL MOTOR GESTALT TEST IN SCREENING CHILDREN FOR NEUROLOGICAL IMPAIRMENT.

ASTUDY OF THE COMPARATIVE ABILITY OF NEUROLOGICALLY IMPAIRED AND NONNEUROLOGICALLY IMPAIRED CHILDREN TO UTILIZE LEARNING CUES TO CORRECT ROTATIONS OF DESIGNS ON THE BENDER-GESTALT TEST. 25 SS IN EACH GROUP, MATCHED FOR AGE AND IQ, WERE ADMINISTERED THE BENDER VISUAL MOTOR GESTALT TEST INDIVIDUALLY. SS WHO ROTATED A DESIGN WERE GIVEN A SERIES OF LEARNING CUES DESIGNED TO CORRECT THE ROTATION. NEUROLOGICALLY IMPAIRED SS MADE A SIGNIFICANTLY GREATER NUMBER OF ROTATIONS AND REQUIRED A SIGNIFICANTLY GREATER NUMBER OF CUES TO CORRECT ROTATIONS. RESULTS TENDED TO CONFIRM THE CLINICAL IMPRESSION THAT ABILITY TO CORRECT ROTATIONS IS A MORE DISCRIMINATING INDEX OF NEUROLOGICAL IMPAIRMENT THAN FREQUENCY OF ROTATIONS. PROBLEMS IN SAMPLING AND IN DEFINITION OF THE CONSTRUCT "NEUROLOGICAL IMPAIRMENT" RESTRICT GENERALITY OF THE FINDINGS. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

SITUATIONAL VARIATION IN THE BEHAVIOR OF CHILDREN.

10 SETS OF PARENTS OF CHILDREN UNDERGOING PSYCHOTHERAPY WERE ADMINISTERED A CHILDREN'S DEVIANT BEHAVIOR INVENTORY. 64% OF THE TOTAL NUMBER OF DEVIANT BEHAVIOR ENDORSED BY THE PARENTS WERE ENDORSED BY ONLY 1 PARENT IN A SET. BASED ON OTHER SOURCES OF INFORMATION AND A DETAILED INQUIRY FOR EACH ITEM ENDORSED, AN ANALYSIS OF THE 1039 DISAGREEMENT ITEMS WAS MADE TO DETERMINE THE EXTENT TO WHICH PARENTAL DISAGREEMENT REFLECTED SITUATIONAL VARIATION IN THE CHILD'S BEHAVIOR OR RESPONDENT BIAS. MOST OF THE ITEMS UNIQUELY ENDORSED BY 1 OR THE OTHER PARENT REFLECTED AN UNDER- OR OVERREPORTING BIAS, AND ONLY 6.8% OF THE DISAGREEMENT ITEMS REFLECTED SITUATIONAL VARIATION IN THE BEHAVIOR OF THE CHILD. (21 REF.) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

VERBAL LEARNING IN CHILDREN: IMPLICATIONS FOR DEVELOPMENTAL RESEARCH.

REVIEWS CURRENT RESEARCH IN VERBAL LEARNING IN TERMS OF ITS IMPLICATIONS FOR DEVELOPMENTAL RESEARCH. SUGGESTIONS ARE PROVIDED WHICH RELATE TO THE METHODOLOGY OF RESEARCH INCORPORATING AGE AS A TREATMENT VARIABLE IN ADDITION TO HIGHLIGHTING THE ANALYTICAL UTILITY OF VERBAL LEARNING PARADIGMS IN THE STUDY OF DEVELOPMENTAL LEARNING PROCESSES. THE SIMILARITIES OF THEORY AND DATA RELATING TO NONVERBAL TASKS AND TO THEORY CONCERNING THE INTERACTION OF VERBAL LEARNING AND DEVELOPMENT ARE ALSO DISCUSSED. (3 P. REF.) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

DISCRIMINATED LEARNING AND REVERSAL IN THE WHEEL-TURN AVOIDANCE SITUATION.

2 STIMULI, ONLY 1 OF WHICH WAS PAIRED WITH SHOCK, WERE USED IN 2 EXPERIMENTS INVESTIGATING STIMULUS DISCRIMINATION AND REVERSAL EFFECTS IN AVOIDANCE LEARNING. THE FINDINGS INCLUDED: (1) NO DIFFERENCES IN LEARNING ATTRIBUTABLE TO THE STIMULUS (BUZZER OR TONE) THAT WAS PAIRED WITH SHOCK, (2) DISCRIMINATED RESPONDING SUCH THAT THERE WAS CONTINUED RESPONDING TO THE SHOCK-PAIRED STIMULUS AND REDUCED RESPONDING TO THE UNPAIRED STIMULUS, AND (3) DISCRIMINATED RESPONDING AFTER PAIRED AND UNPAIRED STIMULI REVERSALS BUT WITH GRADUALLY DETERIORATING DISCRIMINATION WITH SUCCESSIVE REVERSALS. (FRENCH SUMMARY) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

AN ANALYSIS OF THE INTERACTION OF INCENTIVE MAGNITUDE AND RELATIVE EVENT FREQUENCY IN PROBABILITY LEARNING.

EACH OF 160 UNDERGRADUATES MADE 400 2-CHOICE PREDICTIONS WHICH CONSISTED OF A RANDOM SEQUENCE OF HIGH- AND LOW-RISK TRIALS. 8 GROUPS WERE FORMED BY VARYING EVENT FREQUENCIES UNDER BOTH RISK LEVELS. CHOICE PROPORTIONS REVEALED A STRONG OVERALL INCENTIVE EFFECT WITHIN-SS, WHEREAS BETWEEN-SS INCENTIVE STUDIES HAVE GENERALLY FAILED TO SHOW DIFFERENCES. CHOICE PROPORTIONS UNDER EACH INCENTIVE LEVEL WERE RELATED TO EVENT FREQUENCIES UNDER THE 2ND INCENTIVE LEVEL. SUBJECTIVE ESTIMATES OF EVENT PROPORTIONS ALSO SHOWED AN INCENTIVE EFFECT. OBSERVED CONDITIONAL STATISTICS WERE FOUND TO BE AT VARIANCE WITH BASIC REINFORCEMENT ASSUMPTIONS CONTAINED IN SEVERAL MATHEMATICAL MODELS OF CHOICE BEHAVIOR. (FRENCH SUMMARY) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

PERFORMANCE AND REMINISCENCE OF BRAIN-DAMAGED, BEHAVIOR-DISORDERED, AND NORMAL CHILDREN ON FOUR PSYCHOMOTOR AND PERCEPTUAL TESTS.

TEST RESULTS SUPPORT THE HYPOTHESES THAT NORMAL CHILDREN ACCUMULATE LESS REACTIVE INHIBITION THAN BRAIN DAMAGED AND BEHAVIOR DISORDERED SS AND THAT BRAIN DAMAGE PRODUCES EXTRAVERTED BEHAVIOR. 11-15 YR. OLD CHILDREN (25 BRAIN DAMAGED, 25 BEHAVIOR DISORDERED, AND 25 NORMALS) OF AT LEAST AVERAGE INTELLIGENCE WERE SAMPLED. RESULTS REVEALED NORMAL SS WITH LESS REMINISCENCE EFFECTS, ON 2 OF THE 4 TESTS, THAN THE OTHER SS. THE NORMAL SS HAD BETTER PERFORMANCE LEVELS ON ALL 4 TESTS. THE BRAIN DAMAGED SS HAD PERFORMANCE AND REMINISCENCE EFFECTS SIMILAR TO THOSE OF BEHAVIOR DISORDERED SS. A DISCRIMINATE FUNCTION ANALYSIS CORRECTLY CLASSIFIED 84% OF THE SS. (16 REF.) (PsycINFO Database Record (c) 2010 APA, all rights reserved)