Implications of Research on Disadvantaged Children and Cognitive-Training Programs for Educational Television: Ways of Improving "Sesame Street"

Meichenbaum, Donald; Turk, Lorraine

doi:10.1177/002246697200600104

Cited by 6 publications

(4 citation statements)

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“…Meichenbaum (1976) suggested that the correct strategy was within their grasp but they did not seem to spontaneously call it forth and/or comply with it. From this finding Meichenbaum & Turk (1972) suggested that working-class children may also report correct problem-solving strategies when explicitly asked, but do not spontaneously 'emit and use such strategies when not asked to do so' (p. 30). They suggest that such a possibility supports the 'production deficiency' explanation of impulsiveness in these children and assumes that a central feature ofthe disadvantaged child's 'central language deficit' is 'his inability to relate what he says to what he does ' (p. 32).…”

Section: Discussion Of Role Enactment Experiments 1 2 3 Andmentioning

confidence: 99%

“…Apart from offering a demanding problem-solving task, the MFF is the criterion measure of 'impulsivity', a feature most often cited as characteristic of disadvantaged children. (Kagan, 1968(Kagan, , 1970Hess & Shipman, 1965Meichenbaum & Turk, 1972;Zucker & Strieker, 1968;Pawl, 1960). The Reflection-impulsivity dimension refers to the degree to which a child pauses to evaluate the quality of his/her cognitive products or validity of solution hypothesis.…”

mentioning

confidence: 99%

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‘Imagine You're Clever’

Hartley

1986

Child Psychology Psychiatry

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A series of four studies was conducted to investigate the influence of role enactment on problem-solving in 6-10 yr old children from a disadvantaged background. It was hypothesized that asking the child to enact someone 'clever' (and in one instance someone 'not clever'), would modify the child's performance on the Matching Familiar Figures test as against performance under standard administrative conditions. Apart from the 6 yr old sample, the findings supported the experimental hypothesis. In addition, the speech of 7 and 8 yr old impulsive and reflective children, and children previously administered reflectivity training schemes, was analysed in terms of a classification scheme of reflexivity. No differences were found between these groups on the measures of reflexivity used in speech. The implications of these findings and this approach for disadvantaged children are discussed.

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Section: Discussion Of Role Enactment Experiments 1 2 3 Andmentioning

confidence: 99%

mentioning

confidence: 99%

‘Imagine You're Clever’

Hartley

1986

Child Psychology Psychiatry

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“…Thus, the withinprogram measurement of change in frequency and quality of parent reinforcement represent dimensions worthy of further investigation. Meichenbaum and Turk (1972) mention other important interaction measures including the extent parents use successive approximations in teaching, the degree to which problem-solving strategies are cognitively modelled, and the frequency with which children reinforce and seek information from parents.…”

Section: Discussionmentioning

confidence: 99%

“…Many of these theorists identify inadequate motherchild interactions as important contributions of the above difficulties, and disadvantaged parents have been found to initiate fewer verbalizations with children (Tulken, 1970), have difficulties giving clear explanations for solving problems (Hess and Shipman, 1965), less often discuss reasons for decisions , and use fewer mediators in problem solving (Meichenbaum and Turk, 1972).…”

Section: Jason 2 and B Carter University Of Rochestermentioning

confidence: 99%