The effect of reinforcement for global or analytic strategies on the performance of reflective and impulsive children

Ann B. Loper; Daniel P. Hallahan; James D. McKinney

doi:10.1016/0022-0965(82)90005-4

The effect of reinforcement for global or analytic strategies on the performance of reflective and impulsive children

Ann B. Loper, Daniel P. Hallahan, James D. McKinney

Education and Psychological Studies

Research output: Contribution to journal › Article › peer-review

7 Scopus citations

Abstract

Second and sixth grade impulsive and reflective children were administered a conceptual style task with a modification that children were reinforced specifically for either global or analytic processing. Results indicated that both reflectives and impulsives were capable of offering either a global or analytic hypothesis under appropriate reinforcement. Results were interpreted as indicating the relevance of motivational factors to reflection/impulsivity and cognitive style.

Original language	English (US)
Pages (from-to)	55-62
Number of pages	8
Journal	Journal of Experimental Child Psychology
Volume	33
Issue number	1
DOIs	https://doi.org/10.1016/0022-0965(82)90005-4
State	Published - Feb 1982

ASJC Scopus subject areas

Experimental and Cognitive Psychology
Developmental and Educational Psychology

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title = "The effect of reinforcement for global or analytic strategies on the performance of reflective and impulsive children",

abstract = "Second and sixth grade impulsive and reflective children were administered a conceptual style task with a modification that children were reinforced specifically for either global or analytic processing. Results indicated that both reflectives and impulsives were capable of offering either a global or analytic hypothesis under appropriate reinforcement. Results were interpreted as indicating the relevance of motivational factors to reflection/impulsivity and cognitive style.",

author = "Loper, {Ann B.} and Hallahan, {Daniel P.} and McKinney, {James D.}",

note = "Funding Information: This study was supported by a contract (300-77-0495) from the Bureau of Education for the Handicapped, Office of Education, for the University of Virginia Learning Disabilities Research Institute. Reprint requests should be sent to Ann B. Loper, Learning Disabilities Research Institute, 164 Rugby Road, Charlottesville, VA 22903.",

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AU - Hallahan, Daniel P.

AU - McKinney, James D.

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PY - 1982/2

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N2 - Second and sixth grade impulsive and reflective children were administered a conceptual style task with a modification that children were reinforced specifically for either global or analytic processing. Results indicated that both reflectives and impulsives were capable of offering either a global or analytic hypothesis under appropriate reinforcement. Results were interpreted as indicating the relevance of motivational factors to reflection/impulsivity and cognitive style.

AB - Second and sixth grade impulsive and reflective children were administered a conceptual style task with a modification that children were reinforced specifically for either global or analytic processing. Results indicated that both reflectives and impulsives were capable of offering either a global or analytic hypothesis under appropriate reinforcement. Results were interpreted as indicating the relevance of motivational factors to reflection/impulsivity and cognitive style.

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The effect of reinforcement for global or analytic strategies on the performance of reflective and impulsive children

Abstract

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