COGNITIVE STYLE IN CHILDREN PERCEIVED BY THEIR TEACHERS AS HYPERACTIVE
Journal Title: Acta Neuropsychologica - Year 2007, Vol 5, Issue 1
Abstract
Attention Deficit Hyperactivity Disorder (ADHD) is a disorder that occurs inboth children and adults, and manifests itself in cognitive and behavioral difficultiessevere enough to disrupt important aspects of their lives. The dysfunctionscan be grouped into three characteristic syndromes: impulsiveness,hyperactivity, and inattention. Neither a high level of psychomotor activity nordifficulties with attention are thus sufficient grounds for a diagnosis of hyperactivity.Nevertheless, among teachers the term is often overused, so that themajority of pupils who misbehave in the classroom are classified as hyperactive.These children often receive reprimands and penalties of varying severityfor their deviant behavior. The educational style correlates with the preferredcognitive style. The limits placed on the freedom to develop one's own individualitycontribute to the formation of a field-dependent cognitive style. Ourresearch was intended to determine whether pupils perceived by their teachersas hyperactive differ from their peers in terms of the preferred cognitivestyle. For this purpose we used Witkin's Masked Figures Test and a questionnairebased on DSM-IV diagnostic criteria. The research group consisted of180 persons: 90 younger school-age pupils identified by their teachers ashyperactive and a control group matched for age and gender distribution.
Authors and Affiliations
Małgorzata Lipowska, Leszek Buliński
Keywords
Related Articles
- EP ID EP55266
- DOI -
- Views 114
- Downloads 0
CARE FOR DYING STROKE PATIENTS IN ENGLAND: THE LIVERPOOL CARE PATHWAY
[b]SUMMARY[/b]The purpose of this paper is to introduce a new concept and tool in the care of patients after stroke who are in the final stage of their lives. This may resemble palliative care, but its main goal is to ca...
THE COMPREHENSION OF INDIRECT DIRECTIVES BY CHILDREN WITH SLI
[b]Background:[/b] Specific Language Impairment (SLI) is a dysfunction in which, apart from abnormalities in the acquisition of language, there are no serious disturbances in psychomotor development. There is a great dea...
THE NEUROLINGUISTICS OF THE US/THEM STRUCTURE IN APHASIA
The aim of the paper was to show the importance of distinction between US and THEM which is disrupted in the patients with aphasia and leads to social isolation. It should be stressed that the distinction betwee...
AN EVALUATION OF PERSONALIZED NEUROFEEDBACK TRAINING FOR ROLANDIC EPILEPSY: A CASE STUDY
The aim of this study was to determine whether relative beta neurofeedback training (RBNT), applied to regulate brain dynamics, would be useful for a patient with benign partial epilepsy with Rolandic Spikes (B...
DISTURBANCES OF COMMUNICATION IN PERSONS WITH TRAUMATIC BRAIN INJURY
Background: The present study was undertaken to examine the commu-nicative problems faced by non-aphasic patients with traumatic brain injury (TBI), with particular attention to the com plex interactions between the psyc...