The practical utility of cognitive self-instruction training in facilitating the work habits and academic performance of impulsive first-graders was assessed in the context of the regular classroom. The training paradigm was modified and environmental conditions were arranged to facilitate the transfer of the cognitive self-instruction strategy to the classroom. Following training, there were no significant increases in on-task behavior or in academic performance within the context of a group design . On the basis of this and other studies, a drastic revision of the cognitive self-instruction paradigm seems indicated. Not only must training become broader based, but models must be developed that take into account the requisite cognitive processes for task completion as well as the cognitive abilities of the youngsters to whom training is addressed. In general, the incorporation of information from the developmental and cognitive process literature would appear to facilitate the development of more effective training models.
Children ( N = 14) with End Stage Renal Disease were compared pre- and post-hemodialysis session on measures of attention, problem solving and learning with 14 control subjects. In contrast to the findings for adult patients no significant differences were found between the End Stage Renal Disease and control subjects on any of the cognitive tasks employed nor were there any significant differences pre- to post-dialysis session for the group. The results were discussed in terms of the general efficiency of the hemodialysis regimen employed and other factors which might affect performance of these ill children.
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