Matching Familiar Figures Test Norms Based on IQ

Paulsen, Karen; Arizmendi, Thomas

doi:10.2466/pms.1982.55.3.1022

Cited by 5 publications

(4 citation statements)

References 2 publications

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“…Sex, age and IQ will be controlled, because it has been shown that impulsivity related dis orders were unevenly distributed over the sexes (DSM III-R; American PsychiatricAssociation, 1987), and because age (Achenbach & Weisz, 1975) and IQ (Milich & Kramer, 1984;Paulsen & Arizmendi, 1982) can also confound the interpretations of impulsivity.…”

Section: Cognitive Inhibition: Lnterference and Negative Primingmentioning

confidence: 99%

Impulsivity and negative priming: Evidence for diminished cognitive inhibition in impulsive children

Visser

Das-Smaal

Kwakman

1996

British J of Psychology

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This study addresses the relationship between impulsivity and lack of inhibition. Inhibition was measured bath by the interference score and by the negative priming effect in a Stroop colour-word paradigm. The negative priming effect in this paradigm is defÏned by slower naming of a target colour if this colour was the distractor in the immediately preceding trial.Por the study, a total of 210 school children were selected. These were children rated high or low by their teachers for either social or cognitive impulsivity. A reduced negative priming effect showed up with social type but not with cognitive type impulsive children. No differences were found regarding the Stroop interference score. The divergence between negative priming and interference as a measure of inhibition was discussed. Overall, the fÏndings corroborate the distinction between a cognitive and a social dimension of impulsivity.

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Section: Cognitive Inhibition: Lnterference and Negative Primingmentioning

confidence: 99%

Impulsivity and negative priming: Evidence for diminished cognitive inhibition in impulsive children

Visser

Das-Smaal

Kwakman

1996

British J of Psychology

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“…Another relatively simple cognitive task, originally developed to assess cognitive tempo but requiring somewhat longer reaction times for solving the JensenNernon paradigma tasks, is the Matching Familiar Figures Test (MFFT) by Kagan, Rosman, Day, Albert and Phillips (1 964). This instrument, though heavily criticized, is widely used in educational and developmental psychology (see, for example, Paulsen and Arizmendi, 1982;Remer, 1988). Since data analysis of the MFFT is fraught with methodological problems, studies reporting MFFT results should be interpreted with great caution.…”

Section: Introductionmentioning

confidence: 99%

“…Since data analysis of the MFFT is fraught with methodological problems, studies reporting MFFT results should be interpreted with great caution. Furthermore, performance in the MFFT seems to be correlated with intelligence (Lajoie and Shore, 1987;Paulsen and Arizmendi, 1982;Tiedemann and Meffert, 1980). The relationship between temperament and MFFT performance has been investigated by Goldstein, Rollins and Miller (1986) in 7-to 8-year-old children ( N = 45).…”

Section: Introductionmentioning

confidence: 99%

General intelligence, temperament, and the Matching Familiar Figures Test

Czeschlik

1993

Eur J Pers

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To investigate the relationship between general intelligence g and temperament, highly intelligent 10-year-old children (N = 1.51) were compared with classmates of the same gender andsocio-economic status but of average intelligence (N = 134). The two ability groups were administered the Matching Familiar Figures Test (MFFT) during home visits. The parents and teachers rated the temperament of the children. The results showed a consistent pattern: highly intelligent children are more task-oriented, e.g. less distractible and more controlled than their average counterparts. In the MFFT, gifted children not only gave a higher percentage of correct answers, but also showed longer (!) reaction times.

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“…However, the reflection/impulsivity dichotomy suffers from several shortcomings, not the least being the existence of subpopulations that are fast–accurate and slow–inaccurate (Ault, 1973). Recent research has established that there are confounding factors such as IQ (Paulsen & Arizmendi, 1982) and the child’s kind of response to an increase in the level of complexity of the problems (Lawry, Welsh, & Jeffrey, 1983). Other studies suggest that error scores, rather than the response latency, may be important in predicting the cognitive behavior of young children (Block, Gjerde, & Block, 1986).…”

mentioning

confidence: 99%

Postfailure reflectivity/impulsivity and spontaneous attention to errors.

Shafrir¹,

Pascual-Leone²

1990

Journal of Educational Psychology

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We tested the idea that paying close attention to errors leads to improved performance on an inference task-We operationalized "attention to errors" as postfailure reflectivity, the ratio of the mean postfailure and post-success latencies on a self-paced inference task, where the interstimulus interval was subject controlled. Subjects were 9-, 10-, 11-, and 12-year-old children (A* = 378). Results reveal that (a) postfailure and reflectives show high cognitive performance during their initial exposure to the inference task; (b) postfailure impulsives have lower scores than postfailure reflectives on IQ, Raven, a test for attentional capacity, an arithmetic test, and teacher's evaluations in percentiles; and (c) "fast" versus "slow thinkers," as defined by Kagan's cognitive style construct, do not form homogeneous groups: fast-accurate children are postfailure reflective, and slow-inaccurate children are postfailure impulsive. from the comments of an anonymous reviewer, for which we are thankful.

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Matching Familiar Figures Test Norms Based on IQ

Cited by 5 publications

References 2 publications

Impulsivity and negative priming: Evidence for diminished cognitive inhibition in impulsive children

Impulsivity and negative priming: Evidence for diminished cognitive inhibition in impulsive children

General intelligence, temperament, and the Matching Familiar Figures Test

Postfailure reflectivity/impulsivity and spontaneous attention to errors.

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