| Abstract: | Compared the performance of 49 aggressive and 46 normal boys ages 77–97 mo on measures of verbal ability, types of self-guiding speech, nonverbal intelligence, reading achievement, impulsivity, ability to inhibit responses, and response modulation following overt and covert commands. Tests administered included the Boehm Test of Basic Concepts, Matching Familiar Figures Test, and portions of the Illinois Test of Psycholinguistic Abilities, WISC-R, Wide Range Achievement Test, and Wepman Test of Auditory Discrimination. Discriminant function analysis resulted in correct classification of 88% of the cases. Variables with high scores contributing to classification as aggressive included vocabulary, immature and irrelevant private speech, fast reaction times, baseline speed of finger tapping, inhibition errors, and speed of responding during covert commands for slowing. Results are interpreted as consistent with the formulation that young aggressive boys fail to use verbal mediational activity in many situations in which it would be appropriate, and when it does occur, covert mediational activity may fail to achieve functional control over behavior. It is hypothesized that both learning and behavior problems in aggressive boys may be symptomatic of an ineffective linguistic control system. (35 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved) |
