Cognitive Tempo and the Mode of Representation in Emotionally Disturbed and Normal Children

A. B. Stein Virginia Commonwealth University, USA; Virginia Treatment Center for Children, Richmond, USA; Middle Peninsula-Northern Neck Mental Health and Mental Retardation Services, Saluda, Virginia, USA

A. J. Finch Jr. Virginia Commonwealth University, USA; Virginia Treatment Center for Children, Richmond, USA; Middle Peninsula-Northern Neck Mental Health and Mental Retardation Services, Saluda, Virginia, USA

J. F. Hooke Virginia Commonwealth University, USA; Virginia Treatment Center for Children, Richmond, USA; Middle Peninsula-Northern Neck Mental Health and Mental Retardation Services, Saluda, Virginia, USA

L. E. Montgomery Virginia Commonwealth University, USA; Virginia Treatment Center for Children, Richmond, USA; Middle Peninsula-Northern Neck Mental Health and Mental Retardation Services, Saluda, Virginia, USA

W. M. Nelson III Virginia Commonwealth University, USA; Virginia Treatment Center for Children, Richmond, USA; Middle Peninsula-Northern Neck Mental Health and Mental Retardation Services, Saluda, Virginia, USA

Summary

The relationship between cognitive tempo, MA, and mode of representation as inferred from equivalence groupings was investigated in 60 emotionally disturbed and normal boys and girls. No differences on any of the measures were obtained between the two groups of children or between males and females, so the data were combined for further analysis. A significant negative correlation between MA and both the number of errors on the Matching Familiar Figures Test (MFF) and the proportion of analytic concepts on the equivalence task was found. MFF latency was related to MFF errors only. On the other hand, MFF errors were related inversely to the proportion of both superordinate and functional concepts. Results were discussed in terms of supporting the previous findings of Olver and Hornsby in regard to equivalence and MA. Contrasts between the present findings and those of Kagan, Rosman, Day, Albert, and Phillips were discussed, and the differences in the nature if the array emphasized.

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Cognitive Tempo and the Mode of Representation in Emotionally Disturbed and Normal Children

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