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dc.contributor.authorHowarth, Leslie Douglas.en_US
dc.date.accessioned2009-07-09T17:31:27Z
dc.date.available2009-07-09T17:31:27Z
dc.date.issued1983-07-09T17:31:27Z
dc.identifier.urihttp://hdl.handle.net/10464/1753
dc.description.abstractTwenty-eight grade four students were ca.tegorized as either high or low anxious subjects as per Gillis' Child Anxiety Scale (a self-report general measure). In determining impulsivity in their response tendencies, via Kagan's Ma.tching Familiar Figures Test, a significant difference between the two groups was not found to exist. Training procedures (verbal labelling plus rehearsal strategies) were introduced in modification of their learning behaviour on a visual sequential memory task. Significantly more reflective memory recall behaviour was noted by both groups as a result. Furthermore, transfer of the reflective quality of this learning strategy produced significantly less impulsive response behaviour for high and low anxious subjects with respect to response latency and for low anxious subjects with respect to response accuracy.en_US
dc.language.isoengen_US
dc.publisherBrock Universityen_US
dc.subjectProblem solving in children.en_US
dc.subjectEducational psychology.en_US
dc.subjectAnxiety in children--Testing.en_US
dc.subjectIntelligence levels.en_US
dc.subjectLearning, Psychology of.en_US
dc.titleAnxiety and learning / response behaviour in the context of intellectual problem solving by young childrenen_US
dc.typeElectronic Thesis or Dissertationen_US
dc.degree.nameMaster of Educationen_US
dc.degree.levelMastersen_US
dc.contributor.departmentDepartment of Graduate and Undergraduate Studies in Educationen_US
dc.degree.disciplineFaculty of Educationen_US


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