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Anxiety and learning / response behaviour in the context of intellectual problem solving by young children

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dc.contributor.author Howarth, Leslie Douglas. en_US
dc.date.accessioned 2009-07-09T17:31:27Z
dc.date.available 2009-07-09T17:31:27Z
dc.date.issued 1983-07-09T17:31:27Z
dc.identifier.uri http://hdl.handle.net/10464/1753
dc.description.abstract Twenty-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.iso eng en_US
dc.publisher Brock University en_US
dc.subject Problem solving in children. en_US
dc.subject Educational psychology. en_US
dc.subject Anxiety in children--Testing. en_US
dc.subject Intelligence levels. en_US
dc.subject Learning, Psychology of. en_US
dc.title Anxiety and learning / response behaviour in the context of intellectual problem solving by young children en_US
dc.type Electronic Thesis or Dissertation en_US
dc.degree.name Master of Education en_US
dc.degree.level Masters en_US
dc.contributor.department Department of Graduate and Undergraduate Studies in Education en_US
dc.degree.discipline Faculty of Education en_US


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