Matching Familiar Figures Research Articles

The influence of cognitive training using mobile applications on attentional control and impulsivity among pre-service teachers

The purpose of this study was to investigate the influence of cognitive training (CT) using mobile applications on attentional control and impulsivity among pre-service teachers. Pre-service teachers were divided into two groups: experimental (n=25) and control (n=14) groups, they were selected from a large sample (n=718). Over 28 sessions, the training group engaged in CT tasks (the tower of Hanoi [TOH] and simple reaction time [SRT]), whereas the control group did not participate in training sessions or understand the main goal of the study. In the criterion tasks (matching familiar figures and numerical Stroop), all participants were pre- and post-tested. CT using mobile applications helps us see how the trained group’s attentional control and impulsivity had influenced. we also observed the progress of trained group as measured by number of moves or time for TOH, and reaction time (RT) for SRT. Other effects were observed in comparison to a control group that underwent no training. There were changes in impulsivity in post-test in favor of training group according to number of moves, and time component of matching familiar figures test. Corresponding to attentional control, the finding indicated that there were changes in (number and size) RT component in post-test in favor of training group.

Regulation Features in Individuals with Personality Disorders and Accentuated Personality Traits Who Committed Aggressive and Violent Crimes

The paper investigates individual psychological features of self-regulation in people with personality disorders and accentuated personality traits. Our goal is to specify the data on regulation disorders taking into account the nature of committed offences so as to substantiate the validity of expert conclusions, promote individualization in punishment, and build models for secondary psychological prevention. We survey 134 men including 94 individuals with personality disorders, 20 individuals with accentuated personality traits and 20 individuals without mental disorders. We use a set of methodological tools to assess the extent of self-control deficiency); the set includes J. Kagan’s Matching Familiar Figures Test, situation analysis, a new questionnaire for tolerance toward uncertainty, J. Stroop’s Color and Word Test, behavioral self-regulation style. We carry out statistical processing of the data with the help of descriptive statistics method, frequency analysis, an independent samples t-test, the Mann–Whitney U-test, and the Kruskal-Wallis test to compare three independent samples. We have found out that regulation disorders in people with personality disorders who committed violent crimes are associated with the ability to predict the consequences adequately and find socially acceptable ways to resolve problem situations. We show that when an individual has to deal with information shortage, contradictory information, perceptual interference or increased emotional intensity of the situation the probability of disorders in their conscious regulation of behavior increases significantly. Accordingly, to address the tasks of penal science and practice, we consider it expedient to use the indicators identified in the course of our present research, because they can be not only predictors of behavioral dysregulation and aggressive responses, but also targets for psychological therapy. Key words: self-regulation, personality disorders, accentuated personality traits, situation analysis, type of offence.

Students’ Analytical Thinking Profile Based on Reflective Cognitive Style in Solving Mathematics Problem

The objective of this study is to describe students’ analytical thinking profile based on reflective cognitive style in solving a mathematics problem, especially in two-dimension materials. This research is a qualitative descriptive study that elaborates the characteristics of analytical thinking including; pre-analytical, analytical-partial, semi-analytical, and complete analytics. Data collection is employed through task-based interviews and data validation is done by time triangulation. The participants of this study are two students at the eleventh grade of State Senior High School (SMAN) 1 Kedungwaru, Tulungagung. They are selected based on the results in answering matching familiar figures test. The results reveal that the subjects have partial analytical thinking characteristics in solving the problem.

Структурные особенности творческих способностей студентов вуза с рефлективным и импульсивным когнитивными стилями

Introduction. The paper deals with a theoretical and empirical study of structural features of creative abilities among students with different cognitive styles. The study (a) reveals the importance of investigating students’ cognitive style by the reflectivity/impulsivity criterion as a predictor of their creative abilities and academic achievement, (b) emphasizes that cognitive style is a complex personal construct, a set of individual specific and stable characteristics and predispositions to certain ways of information processing and decision making, (c) assumes that students’ reflective and impulsive cognitive styles can predict their creative abilities and academic achievement.
 Materials and Methods. The empirical study involved 136 male and female students (mean age 20 years). The study employed methods of data processing and analysis, the Kagan Matching Familiar Figures Test (MFFT), the Torrance Tests of Creative Thinking (Figural Forms), and the Sievert Test of Creative Abilities.
 Results. The Mann-Whitney U-test and angular conversion Fisher made it possible to reveal significant differences at the 0.05 and 0.01 levels of significance among the parameters of creative abilities (originality, fluency, flexibility, and elaboration) in groups of students with reflective, impulsive, fast-accurate, and slow-inaccurate cognitive styles. Factor analysis with varimax rotation revealed structural features of students’ creative abilities.
 Discussion. The characteristics of creative abilities among students with reflective, impulsive, fast-accurate, and slow-inaccurate cognitive styles create a structure. Predispositions to certain ways of information processing determine relationships within this structure. The obtained results suggest that reflective and impulsive cognitive styles and also their derivatives can predict students’ creative abilities and academic achievement. Future work will involve studying creative and style structures in students as future professionals.

Profil Pemecahan Masalah Matematika Siswa Ditinjau dari Gaya Kognitif Reflektif dan Impulsif

This research aims to explain the ability of problem-solving between reflective cognitive and impulsive cognitive students. The subject of this research is students of class VII C SMP Al-Hikmah Surabaya. Subject chose based on a test of cognitive style, one student of reflective cognitive style and one student of impulsive cognitive style. The instrument uses a test of the MFF (Matching Familiar Figures) and tests the ability to problem-solving of ratio. The subject of reflective cognitive style can retell the problems that exist in the problem, said, write down the steps used in the settlement of a matter, carry out all settlement plan as a whole and coherent, and provide settlement solutions at the end of time. The subject of impulsive cognitive style, the average can tell, mention, write on some matter, of course, does not implement the settlement plan, not coherent, and settlement in a hurry.

Juvenile myoclonic epilepsy: The impact of clinical variables and psychiatric disorders on executive profile assessed with a comprehensive neuropsychological battery

Executive dysfunction is reported in juvenile myoclonic epilepsy (JME). However, batteries employed in previous studies included no more than three tests of executive function. In this study, we aimed to assess executive and attentional functions in JME using a comprehensive battery of eight tests (encompassing fifteen subtests). We also evaluated neuropsychological profiles using a clinical criterion of severity and correlated these findings with epilepsy clinical variables and the presence of psychiatric disorders. We prospectively evaluated 42 patients with JME and a matched control group with Digit Span tests (forward and backward), Stroop Color-Word Test, Trail Making Test, Wisconsin Card-Sorting Test, Matching Familiar Figures Test and Word Fluency Test. We estimated IQ with the Matrix Reasoning and Vocabulary subtests of the Wechsler Abbreviated Intelligence Scale. The patients with JME showed specific deficits in working memory, inhibitory control, concept formation, goal maintenance, mental flexibility, and verbal fluency. We observed attentional deficits in processes such as alertness and attention span and those requiring sustained and divided attention. We found that 83.33% of the patients had moderate or severe executive dysfunction. In addition, attentional and executive impairment was correlated with higher frequency of seizures and the presence of psychiatric disorders. Furthermore, executive dysfunction correlated with a longer duration of epilepsy. Our findings indicate the need for comprehensive neuropsychological batteries in patients with JME, in order to provide a more extensive evaluation of attentional and executive functions and to show that some relevant deficits have been overlooked.

Impulsive-reflective attitude, behavioural inhibition and motor skills: Are they linked?

The present study aims to examine whether the inhibitory processes and impulsive-cognitive style can influence the emergence of coordination level among 61 children aged 3 to 5 years. Luria’s tapping tasks, Day—Night tasks, Hand—Candle tasks, Go—NoGo tasks and the Trail Making Tests of Reitan, all involving inhibitory processes, were conducted. The reflective attitude of children was determined with Kagan’s Matching Familiar Figures Test. The performances of unipedal stance, overarm throw and hopping were recorded for each child. The results showed that the inhibition task performances were correlated with coordination level for the three motor skills for the 3—4-year-olds children only. More specifically, the non-verbal inhibition was more a coordination level predictor than the verbal or delayed inhibition.

Role of the matching familiar figures test-20 in the analysis of theoretical validity of the reflection-impulsivity: a study with personality

The present study analyzes the theoretical validity of the cognitive style reflection-impulsivity with an approach based on cognition. For this purpose, it is explored the relationship between personality and reflection-impulsivity. The Matching Familiar Figures Test 20, MFFT-20 (Cairns & Cammock, 1978) was used. This test has not been employed in previous investigations with the same goal. However, the MFFT-20 has proved to be the most reliable test to assess reflection-impulsivity in children between six and twelve years old, and is the one recommended by specialized bibliography. The assessment of personality was made by means of the Spanish adaptation of the Children´s Personality Questionnaire, CPQ (Porter & Cattell, 1979). Results obtained from a sample of 94 participants between eleven and twelve years old indicate the inexistence of correlation between the studied dimensions of personality and reflection-impulsivity. As hypothesized, the only consistent and significant relationships were those of the scale of mental ability in the CPQ, and the dimension dominant-submissive, both interpreted within the frame of cognitive styles. Obtained data support the theoretical validity of the reflection-impulsivity with an approach based on cognition, as well as the divergent validity of the MFFT-20 for a sample of Spanish children

Executive dysfunction in children and adolescents with temporal lobe epilepsy: Is the Wisconsin Card Sorting Test enough?

The Wisconsin Card Sorting Test (WCST) is the gold standard in the evaluation of executive dysfunction (ED) in patients with temporal lobe epilepsy (TLE). We evaluated 35 children with TLE and 25 healthy controls with the WCST and with a more comprehensive battery. Among the children with TLE, 77.14% showed impairment on the WCST. On other tests (Wechsler Intelligence Scale for Children—Digit Forward, Matching Familiar Figures Test, Trail Making Test, Word Fluency, Finger Windows, and Number–Letter Memory), impairment was demonstrated in 94.29%. The authors concluded that the WCST is a good paradigm to measure executive impairment in children with TLE; however, it may be not enough. Evaluation performed only with the WCST not only underestimated the number of patients with ED, but also missed relevant information regarding the type of ED.

Fast processing of pleasant emotional information

The relationships between response latencies and accuracy on the matching familiar figures test (MFFT) and two gross motor tasks (batting or catching a ball) were studied in twenty-nine 9-year-old boys. Children were classified into four groups using a double dichotomy of response latencies and errors on the MFFT: reflective, impulsive, fast-accurate, and slow-inaccurate on intertask comparison. The components (errors and time) used to classify the children show stability for errors but not latencies on cognitive versus motor intertask comparison. The comparison between motor tasks shows the stability for latencies and accuracy, a nonlinear relationship between latency and accuracy for the ball-hitting but not the ball-catching task, and reflective boys to be the most efficient on the task requirement.These results lend support to the hypothesis that strategies are more a consequence of a “competence” than a “conceptual tempo” factor.

Evaluating cognitive tempo in the digital age

In recent years, considerable attention has been paid to the alleged changes in the ways the so-called digital generation communicates and learns. Most of the commentary has been based on anecdotes, observations and opinions. The lack of empirical evidence in this matter suggests that it may be time to begin the process of gathering data to confirm these views. At the forefront is the issue of which learner characteristics have changed, if any, and, accordingly, which evaluation tools are best suited to evaluate them. One mechanism found to be valid and reliable is the matching Familiar Figures Test (MFFT). Developed over thirty years ago to measure cognitive tempo on an impulsive-reflective axis, this instrument was subsequently adapted into a twenty-question version. Cairns and Cammock, the researchers who modified the original into the MFFT-20, published the results of several reliability studies to demonstrate its overall effectiveness. This preliminary study is an attempt to begin the empirical verification process of using cognitive tempo as a relevant assessment tool. Two groups of K-12 students from different eras were investigated to determine if comparing cognitive tempos between subjects who took the original MFFT-20 to those who live in the current media-centric society provides any insights as to possible differences in the visual cognitive processing skills and preferences. The results of the comparative analysis, along with possible implications for teachers and instructional designers are discussed.

Elevated Impulsivity and Impaired Decision-Making in Abstinent Ecstasy (MDMA) Users Compared to Polydrug and Drug-Naïve Controls

Ecstasy (MDMA; 3,4-methylenedioxymethamphetamine) has a well-recognized neurotoxic effect on central serotonergic (5-HT) systems in animals, and there is some evidence of persistent serotonergic dysregulation in human ecstasy users. Serotonin is believed to mediate impulsive behavior and effective decision-making. Thus, the aim of the present study was to investigate impulsive behavior and decision-making in abstinent regular ecstasy users. Three groups were compared: 'ecstasy users' (recreational ecstasy users who reported modest use of illicit drugs other than cannabis), 'polydrug controls' (ecstasy naïve illicit drug users), and 'drug-naïve controls'. All participants completed personal details and general drug history questionnaires, the National Adult Reading Test, Matching Familiar Figures Test (MFF20), a risky decision-making task (RDMT), and the Card Arranging Reward Responsivity Objective Test (CARROT). The groups did not differ on the CARROT measure of responsiveness to financial incentive; however, the ecstasy group displayed significantly elevated MFF20 impulsivity, and showed reduced discrimination between magnitudes of prospective gains and losses when making risky decisions, compared to the 'polydrug' and 'drug-naïve' control groups. These findings may reflect a vulnerability of 5-HT systems in the orbital prefrontal cortex and interconnected corticolimbic circuitry to the cumulative neurotoxic effects of ecstasy and have clinical significance for regular ecstasy users. The combination of elevated impulsivity and impaired use of reinforcement cues in uncertain decision-making may comprise risk factors for continued drug abuse and everyday functioning.

Developmental changes in the mechanisms of image classification in young schoolchildren with different cognitive styles

Testing of 7- to 8- and 9- to 10-year-old children with the matching familiar figures test revealed groups of children differing in the time and accuracy of the reaction of choice from several alternatives. Classification of simple images and images with additional information congruous with the main discriminative character improved with age in children without evident signs of reflectivity or impulsivity (the main group) and in reflective children. No significant improvement was revealed in impulsive children. Developmental changes in the event-related potentials during image classification differed in character and location in children with different styles of cognitive activity. In the children of the main group and in the reflective children, the developmental changes consisted of an increase in the amplitude of the late positive complex predominantly in the caudal areas of both brain hemispheres. In the impulsive children, in the age period from 7–8 to 9–10 years, the late negative component N350 became more distinct, especially in the left hemisphere, and substantial reorganization of the involvement of the frontal areas in the classification process took place. The opposite electrophysiological changes in children with different cognitive styles testify to different developmental changes in the mechanisms of visual recognition.

Children's help seeking and impulsivity

The aim of the present study was to analyze the relationship between students' (100 children aged 8 to 12) help-seeking behavior and impulsivity. Help-seeking behavior was evaluated using a naturalistic experimental paradigm in which children were placed in a problem-solving situation and had the opportunity to seek help from the experimenter, if needed. Impulsivity was analyzed using the Hyperactivity–Impulsivity Scale from the Teacher Rating Form of the Multidimensional Peer Nomination Inventory (TR-MPNI), Circle Tracing Task (CTT), Matching Familiar Figures (MFF), and Impulsiveness and Venturesomeness scales from the Eysenck Junior I 6 questionnaire. Structural equation modeling (SEM) showed that impulsivity was not related to children's question asking. Different correlational patterns were found for question asking and other help-seeking variables (i.e., performance scores and mean reflection time preceding question asking). The two Eysenck Junior I 6 scales showed no significant correlations with other measures. The importance of considering the many sidedness of both help-seeking and impulsivity constructs is discussed.

Stability of reflective–impulsive style in coincidence–anticipation motor tasks

The relationships between response latencies and accuracy on the matching familiar figures test (MFFT) and two gross motor tasks (batting or catching a ball) were studied in twenty-nine 9-year-old boys. Children were classified into four groups using a double dichotomy of response latencies and errors on the MFFT: reflective, impulsive, fast-accurate, and slow-inaccurate on intertask comparison. The components (errors and time) used to classify the children show stability for errors but not latencies on cognitive versus motor intertask comparison. The comparison between motor tasks shows the stability for latencies and accuracy, a nonlinear relationship between latency and accuracy for the ball-hitting but not the ball-catching task, and reflective boys to be the most efficient on the task requirement. These results lend support to the hypothesis that strategies are more a consequence of a “competence” than a “conceptual tempo” factor.

Mechanisms of Classification of Visual Objects in Children with Different Styles of Cognitive Activity

A sample of seven-year-old children was divided into reflective and impulsive groups using the matching familiar figures test (MFFT). Event-related potentials of different regions of the cerebral cortex were studied in children from these groups performing classification of visual-object shapes on the basis of only one discriminative feature or with the use of additional information. Comparison of the success of visual-stimulus identification in reflective and impulsive children under the conditions of alternative choice (MFFT) and classification according to a specified discriminative feature demonstrates differences in the mechanisms of both selection and analysis of the sensory characters of the stimulus. When the shape of a visual object is classified according to the discriminative feature, the initial stages of analysis in impulsive children are accompanied by the emergence of wave N80 in the left hemisphere, which may reflect the higher rate of detection of the discriminative feature by these children. Impulsive children are also characterized by an earlier development and a higher amplitude of component P300 compared to reflective children. In the latter, waves N250 and N350, indicating continuing information processing, are superposed on this positive component. If the picture presented to children contains an element consistent with the discriminative feature, the N350 amplitude in the right temporo-parieto-occipital region and the negative shift corresponding to the N350 wave in the left temporo-parieto-occipital region are increased in reflective and impulsive children, respectively. Additional information increased wave N400 in the left frontal region.

Children's attentional skills and road behavior.

Switching attention and concentration, 2 skills expected to be used by skillful pedestrians, were studied. A sample of 160 children (aged 4 years 3 months-10 years) played a computer game involving attention switching. To examine concentration, a subset of the children was distracted with a cartoon video while they attempted a difficult task that required matching familiar figures. The same subset was also observed crossing roads. Older children switched faster and were less distracted. Children who were better at switching were more likely to show awareness of traffic when about to cross a road. Children who maintained concentration when challenged by a distracting event crossed the road in a less reckless manner. Parents and educators designing safety programs should take into account the development of these skills.

Effects of Cognitive Style, Task Type, and Emergent Features on Display Effectiveness

The purpose of this investigation was to determine the effects of a person's cognitive style and the presence of emergent features in displays on performance in information integration and focused attention tasks. Cognitive style was assessed using Kagan's Matching Familiar Figures Test and performance was measured for each task type. It was predicted that when task demands required the observer to integrate information from different display locations (integrated task), impulsives would perform better than reflectives. Conversely, when the observer had to attend to single elements (focused task), reflectives would be better than impulsives. The display configured with an emergent feature was hypothesized to produce fewer errors and shorter response times for both focused and integrated tasks. Results showed that both tasks were aided by the configural design, eliciting shorter response times, and that this was true regardless of cognitive style. Implications of the results for display design are discussed.

The Improvement of Moral Development Through an Increase in Reflection. A Training Programme

In this study a training programme was implemented to increase reflectivity in 13‐and 14‐year‐old children in the 8th grade of a primary school in Spain. We hoped to confirm that an increase in reflectivity would promote moral development in these children. We did not use classical techniques for improving moral development (values clarification, moral dilemmas, etc.) but, rather, cognitive techniques to increase reflectivity‐‐ problem‐solving, self‐instruction, scanning strategies, and so on. We used Cairns and Cammock's Matching Familiar Figures Test (MFF20) (1978) and Rest's Defining Issues Test (DIT) (1986) as measuring instruments. As we had supposed prior to the intention, we succeeded in increasing reflectivity in the children in the experimental group in comparison with those in the control group and, as a result, in significantly improving their moral development in scores of post‐conventional levels and in the P index. We think that this investigation opens new ways for interventions in the field of moral development.

A Study of Reflectivity and Impulsivity of Chinese and American University Students

This research compared the cognitive styles of reflectivity and impulsivity between 75 Chinese and 75 American students, using Kagan's Matching Familiar Figures Test. Analyses showed differences and similarities related to country of origin. age and fields of study. For example, the Chinese subjects spent more time reflecting than the American subjects, while both the Chinese and American subjects achieved similar accuracy.