| Abstract: | Examined relationships between specific types of verbal mediation deficiency and patterns of behavior and achievement in 59 7–11 yr old children with deficits in verbal intelligence (as determined by the WISC). Ss were also given the Hiskey-Nebraska Test of Learning Aptitude, the Wide Range Achievement Test, and the Behavioral Problem Checklist. Results show that abstract reasoning ability was positively related to self-control of acting-out behavior, inhibition of impulse, and adequate academic progress. Ss with reasoning deficits but adequate sequencing-memory abilities exhibited variable self-regulation behavior. Ss with both reasoning and sequencing-memory deficits showed relatively high levels of acting-out behavior, less inhibition, and low academic achievement. Findings suggest that different cognitive processes may underlie different patterns of behavioral self-control. (17 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved) |
