A parametric measure of reflection-impulsivity

A modification of the Matching Familiar Figures Test containing items of varying numbers of response alternatives was given to seventeen impulsive and seventeen reflective first and second grade children who were ascertained by conventional methods. The slopes of the linear functions relating errors and latencies to alternative number significantly differentiated between impulsive and reflective groups. Significant correlations were also observed between latency and error slopes and an impulsivity score computed independently from group data. Since the differences were larger for the latency data, it was proposed that the slope of the relationship between response latencies and alternative set size can be used as a parametric index of reflection-impulsivity.     

The effect of failure and frustration on reflective and impulsive children

Failure was hypothesized to be an antecedent of a reflective style of responding and frustration an antecedent of an impulsive style. Failure and frustration were manipulated with an anagrams task and their effect on latency and errors on the Matching Familiar Figures Test (MFF) was assessed. The Failure group increased its latency on the MFF, replicating Messer's (1970) research, while the Frustration group showed a nonsignificant decrease in latency. There was a relation between an increase in latency and a decrease in errors on the MFF. The findings were related to research on the “frustration effect” in children and were interpreted as suggesting the need for research on the effects of the amount and patterning of failure on reflection-impulsivity.     

Is the matching familiar figures test a measure of cognitive style? A warning for users

A probabilistic model of reflection-impulsivity as measured by the Matching Familiar Figures Test (MFFT) is presented and tested on 77 fourth graders. In testing the model two groups emerged, a random response group (n = 22) and a cognitive response group (n = 55), who use the evaluation process. Correlations among latencies, total errors, initial errors, school-scores, and IQs were compared for our total sample and the two groups. The correlation of MFFT latencies and errors disappeared for the random-response group and new correlations with errors appeared while the cognitive response group kept a statistically significant correlation of latencies with errors and no other error correlation was shown. This last group was classified by Kagan's median-split procedure showing that most reflective subjects kept their classification. Preliminary results suggest a reinterpretation of reflection-impulsivity literature, especially as related to the impulsive style.     

Classroom behavior of reflective and impulsive children

Seventy-nine children, nine or eleven years old, classified as reflective or impulsive by the Matching Familiar Figures (MFF) test, were observed in public school classrooms. A total of 15 behavioral categories were selected to capture activities often labeled “reflective” or “impulsive” in the literature. Children were observed in each of three classroom settings—Individual Work, Large Group instruction, and Small Group instruction. Thirty minutes of observational data on each child revealed substantial differences in the behavior of older and younger children and across the three settings. By contrast, there was only a minor difference in the behavior of reflective and impulsive children. These results suggest that the concept of reflection-impulsivity, as operationalized by the MFF, should be limited to tasks that involve response uncertainty, and should not be used to imply differences in the typical classroom behavior of children classified as reflective or impulsive by the MFF.     

Reliability of the Matching Familiar Figures Test scores of learning disabled children.

The reliability of the Matching Familiar Figures Test with impulsive learning disabled boys was investigated. 20 children were tested in two sessions separated by a 2-mo. period. Significant correlations for response time and errors scores indicated a high level of stability over time. Educational implications were discussed.     

Personality correlates of the Matching Familiar Figures Test in adults

The Matching Familiar Figures Test (MFFT) measures a dimension of cognitive style known as reflection-impulsivity. Interpretations of the MFFT sometimes supplement its cognitive implications with one of two personality models, impulsivity and/or ego-resilience. Both models have received some research support from studies that used preadolescent subjects. The applicability of these two personality models to adults was evaluated in this research. In three studies on college students, one personality characteristic within the ego-resilience position, independent-oriented achievement, was found to differentiate between impulsive and reflective scorers on the MFFT. No support was found for the impulsivity position. Implications were drawn for the influence of personality on the MFFT.     

Visual and auditory selective attention and reflection-impulsivity in normal and learning-disabled boys at two age levels

Selective attention to visual and auditory stimuli and reflection-impulsivity were studied in normal and learning-disabled 8- and 12-year-old boys. Multivariate analyses, followed by univariate and paired-comparison tests, indicated that the normal children increased in selective attention efficiency with age to both visual and auditory stimuli. Learning-disabled children increased in selective attention efficiency with age to auditory, but not to visual, stimuli. Both groups increased with age in reflection as measured by Kagan's Matching Familiar Figures Test (MFF). The 8-year-old learning-disabled children were more impulsive than the 8-year-old normals on MFF error scores, but not on MFF latency scores. No difference occurred between the 12-year-old learning-disabled and normal children on either MFF error or MFF latency scores. Correlations between the selective attention scores and MFF error and latency scores were not significant.This research was supported in part by BEH grant G007507227. The authors are indebted to Eleanor McCandless for her assistance in securing the learning-disabled subjects and to James McLeskey and Michael Popkin for their assistance in collecting and analyzing data.     

An Alternate Form of the Matching Familiar Figures Test

Two studies support the development of an alternate form of the adult Matching Familiar Figures Test (MFFT).     

Differences between children with attention deficit disorder,children with specific learning disabilities,and normal children

The study investigated the power of five measures to differentiate between children with Attention Deficit Disorder (ADD), children with Specific Learning Disabilities (SLD), and normal children. The measures employed were the Conners Parent Questionnaire (CPQ), the Conners Teacher Questionnaire (CTQ), the Matching Familiar Figures Test (MFFT), the Porteus Mazes Test (PMT), and the Jumbled Numbers Game (JNG). The results indicated that the Conners Parent Questionnaire, Conners Teacher Questionnaire, Matching Familiar Figures Test, and the Porteus Mazes Test significantly discriminated between groups. The Conners Questionnaires were able to discriminate between all three groups and the MFFT and PMT were able to discriminate between ADD and normal children. A discriminant analysis indicated that the CPQ was the best predictor of group membership, followed in order by the CTQ PMT, and MFFT.     

The role of arousal in predicting impulsive and reflective children

The purpose of this study was to test a hypothesis arising from Farley's theory of arousal and stimulation seeking behavior. Specifically, the hypothesis was that impulsive children would be low arousal/high stimulation seekers while reflective children would be high arousal/low stimulation seekers. Seventy-one elementary school children were identified as reflective or impulsive using Kagan's Matching Familiar Figures Test. Trait arousal levels were then determined using the Strahan Sweat Bottle method. The results confirmed the hypothesis.     

Self-instructions: Effects of cognitive level and active rehearsal

This research examined the effects of a self-instruction intervention on the relationship between cognitive level and conceptual tempo. Preoperational and concrete operational children received the Matching Familiar Figures Test prior to and after serving in either a no training control group, a content only control group, or a self-instruction group. Children in the content only control group received the same set of self-guiding strategy statements as those in the self-instruction group but without overt rehearsal of the statements. Cognitive level and conceptual tempo were strongly related; preoperational children tended to be classified as impulsive, concrete operational chidlren, as reflective. Although cognitive level predicted overall performance, with concrete operational children being more successful and more reflective than preoperational children, the influence of training was similar for both groups. On posttest, children in the self-instruction groups made more correct responses and were more reflective than children in the other two training groups.     

Bender Gestalt signs as indicants of conceptual impulsivity.

Sixty children were individually administered the Matching Familiar Figures Test and the Bender Gestalt Test. The mean age of the subjects was 10 years, 11 months. A significant relationship was found between errors on the Bender Gestalt test and impulsivity. More specifically, increased or decreased loops (figure four or six), change in angulation, loops for circles and circles for dots or dots for circles were all significantly related to children's impulsivity.     

Discrimination learning and stimulus generalization by impulsive and reflective children

The proposition that impulsive children inhibit expressive behavior less than reflective children was investigated by providing third grade impulsive and reflective boys with either differential or nondifferential forms or successive discrimination training prior to tests for stimulus generalization. Consistent with specific predictions derived from Spence's theory on the roles of excitation and inhibition, it was found that: (a) Reflectives acquired the discrimination more rapidly, (b) reflectives achieved a higher level of discriminative performance, (c) impulsives exhibited more variable response reates during the nonreinforced stimulus, and (d) the type of training interacted with the child's conceptual tempo to determine the elevation and shape of the post-discrimination generalization gradients. The results provide support for the construct validity of the Matching Familiar Figures Test of reflectivity-impulsivity.     

Achievement and adjustment correlates of the matching familiar figures test

To help clarify the relationship between the Matching Familiar Figures (MFF) Test and measures of school achievement and adjustment, 450 children from kindergarten, second, and fifth grades were tested and achievement scores and teacher's ratings of classroom and personal adjustment were obtained. Regardless of grades, MFF latency in most instances did not predict achievement or adjustment. At the kindergarten level the correlations between MFF errors and both achievement and adjustment were significant for most subscales but at second grade correlations were lower and generally nonsignificant except for a few adjustment items. At the fifth grade level the correlations were moderately high but when IQ was partialled out the correlations with achievement and school adjustment dropped to near zero; however, partialling out IQ did not affect the moderate correlations between errors and personal adjustment. The errors score evidencedmore important relationships than the latency scores. The relationship between the MFF and ratings of social and emotional adjustment was consistently higher than the correlations between the MFF and achievement. These results suggest that MFF errors are personalogically relevant and that MFF performance is generally more related to adjustment than achievement.     

Cognitive deficit or cognitive distortion in childhood depression

Three studies were conducted to evaluate cognitive disturbance and depression in children. In Study I, 47 sixth-grade children, including 17 who received a DSM-III diagnosis of depression, and their parents were independently interviewed with the Schedule for Affective Disorders and Schizophrenia for School-Age Children, and they completed the Parent-Child Depression Inventory. Children completed the Children's Depression Inventory, the Matching Familiar Figures Test, and the My Standards Questionnaire. Results of Study 1 were consistent across raters and measures: Depression was associated with a negative style of processing self-evaluative information, while being unrelated to a processing deficit. A second study was initiated to replicate the results of Study 1 and to extend them to a wider age range of children. Thirty- eight third-, fourth-, fifth-, and sixth-grade children, half of whom were depressed and half of whom indicated a minimum of depressive symptomatology on the Children's Depression Inventory, completed the Matching Familiar Figures Test and the My Standards Questionnaire. Results were very similar to those found in Study 1. A third study was conducted to test whether the self-perceptions of depressed children were accurately negative or negatively distorted, as judged against their teachers' observations of them. Results supported the hypothesis that depressed children exhibit a distorted style of processing self-evaluative information. The implications of the results for theory and treatment were discussed.This research was funded by the Hogg Foundation for Mental Health, The University of Texas at Austin. The first two authors contributed equally to this investigation, and the order of their authorship was determined by the flip of a coin.     

Reflection-impulsivity in Mexican children: cross-cultural relationships

Urban Mexican children aged 5 (n = 23) and 9 (n = 87) years were given the Matching Familiar Figures Test (MFFT). The results indicate that the MFFT was a valid test of cognitive style for Mexican children. The younger children's MFFT performance was characterized as fast and inaccurate in relation to the older children's performance, which was slower and more accurate. Cross-cultural comparisons of Mexican MFFT scores with normative data from America, Japan, and Israel indicated that Mexican children were relatively impulsive in cognitive style in relation to children of other cultures. Potential factors contributing to these cross-cultural differences are discussed here.     

A Study of Seventh Grade Children's Reading of Comic Books as Related to Certain other Variables

Developmental changes in a variety of cognitive processes as a function of age and schooling were examined in 160 rural Guatemalan children aged 5, 7, 9, and 11 years. Larger differences in test performance were seen between ages 9 and 11 than during earlier age periods on most tasks. Regression analyses of years of schooling controlling for age, sex, and socioeconomic status indicated that the effects of school were limited to memory tasks and to response time on the Matching Familiar Figures Test (MFF). Evidence for cumulative effects of additional years in school on test performance was weak. Good school performance was also most related to two memory measures. Previous studies indicating that schooling has a substantial effect on abstract cognitive processes were questioned; the suggestion that school performance is related to various memory processes was raised.     

Reflection-Impulsivity in Mexican Children: Cross-Cultural Relationships

Urban Mexican children aged 5 (n = 23) and 9 (n = 87) years were given the Matching Familiar Figures Test (MFFT). The results indicate that the MFFT was a valid test of cognitive style for Mexican children. The younger children's MFFT performance was characterized as fast and inaccurate in relation to the older children's performance, which was slower and more accurate. Cross-cultural comparisons of Mexican MFFT scores with normative data from America, Japan, and Israel indicated that Mexican children were relatively impulsive in cognitive style in relation to children of other cultures. Potential factors contributing to these cross-cultural differences are discussed here.     

Generalization of self-instruction: The effect of strategy adaptation training as a function of cognitive level

In an examination of the factors involved in the generalization of self-instruction training, 48 preoperational and concrete operational first- and second-grade children received either self-instruction training or no training on the Matching Familiar Figures Test. In subsequent training using a perceptual perspective-taking task, half of the children in the self-instruction group received training in the specific adaptation of the previously learned strategy, the remainder received training in the general adaptation of the strategy. All groups were posttested on these two tasks and a generalization task (Tower of Hanoi). Preoperational and concrete operational children in both adaptation groups improved significantly at posttest on both training tasks. On the generalization task, only concrete operational children in the specific adaptation group showed significant improvement. These findings support the view that the format of instructions interacts with the child's cognitive capacities. The need is emphasized for a more individualized intervention context which considers the developmental status of child.     

Age at onset of blindness and the development of the semantics of color names

The relationship between multiple measures of response inhibition and variations in young (age 5–7 years) children's short-term learning history was examined in a laboratory setting. Exposure to experimenter-directed delay periods (of either increasing, decreasing, or fixed durations) and to various rules for behavior management during the delay intervals was manipulated. Subsequent measures of resistance to temptation, an index of conceptual tempo (the Matching Familiar Figures Test), children's preference for delay vs immediate reward, and a test of motor control was obtained. Results indicated: (a) that the effects of rule provision extended to all resistance measures and to MFFT latency, while delay experiences significantly influenced only the latency to first transgression in the resistance task; (b) that a general and positive rationale for response inhibition was superior to an arbitrary rule or no rule structure; (c) that experience with gradually increasing delay of reward assisted children in inhibiting their first transgression significantly longer than the other delay patterns or no treatment; and (d) that experimental effects showed temporal stability over one week.