Interaction of language development and activity level on performance of first-graders
Bibliographic Data
| ID | 9052631 |
|---|---|
| Authors | Corinne J Weithorn (Educational Solutions (United States)), Edward Kagen (Jewish Community Centre Association of North America) |
| Year | 1978 |
| Volume | 48 |
| Issue | 1 |
| Pages | 148-159 |
| Publication date | 1978-01-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | American Journal of Orthopsychiatry (JOURNAL) |
| Journal identifiers | ISSN: 0002-9432 • E-ISSN: 1939-0025 |
| Publisher | American Psychological Association (APA) (PUBLISHER) |
| DOI | 10.1111/j.1939-0025.1978.tb01296.x |
| PMID | 623214 |
| OpenAlex | W1978554689 |
| Language | EN |
| References cited | 17 |
Developmental theory suggests that language may be a compensatory factor in the cognitive functioning of hyperactive children. A comparison between first-graders of high activity level and those of low activity level provided support for this theory. Language maturity emerged as a significant variable in task performance and overall school achievement for the high-activity-level group only
Cognition · Cognitive psychology · Developmental psychology · Language development · Maturity (psychological) · Task (project management) · Child and Adolescent Psychosocial and Emotional Development · Educational and Psychological Assessments · Infant Development and Preterm Care · Psychology
| Citation velocity | historical |
|---|---|
| Highly cited | No |