Fifty-five preschool children were administered a number of tests purported to measure impulsivity: Delay of Gratification, Walk-the-Line-Slowly, Matching Familiar Figures Test, Schenectady Kindergarten Rating Scales, a teacher rating scale, and the Porteus Maze Test. Analyses indicated that impulsivity is multidimensional, with age-, sex-, IQ-, and teacher-related types. The results suggested that multiple indices are essential to the measurement and study of impulsivity. An interaction between sex and age of child was also revealed with respect to type and rate of activity. While 3- and 4-year-old girls differ radically from boys in type and rate of motor activity (fine muscle vs. gross muscle), 5-year-olds were virtually identical.
Gender differences in mathematical ability, relationship of sex role attitudes to mathematical ability, and age-related changes in attitude toward math are examined. Fourth-, 8th-, and 1 Ith-grade students from a high socioeconomic area were given a sex role standards attitude scale and either the Stanford Mathematics Achievement Test or the Stanford Diagnostic Mathematics Test. Overall, no significant differences by sex were found in math ability. Sex role attitudes related to higher math scores at the 4th-and Sth-grade levels. Females tended to express positive attitudes toward mathematics at all grade levels-significantly more so than males at the 1 Ith-grade level. Sex-of-examiner effects -were inconclusive. Implications for these results are discussed in terms of culturally influenced sex role attitudes and characteristics of this socioeconomic level.
Analyzed the Matching Familiar Figures (MFF) Test, which has been employed by researchers to determine conceptual tempo, for potential use as a tool for the clinician. The literature indicates that the test is valid in terms of range and structural clarity of information provided. The psychological factors inherent in impulsivity are discussed, along with some significant implications of the MFF that justify its further development. Currently, the primary deficits are a lack of norms as well as an alternate form. Several crucial advantages of this test are listed that favor its use in a clinical environment.
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