Hypothesis Testing Behaviors of Children with Attention-Deficit Hyperactivity Disorder

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The hypothesis testing behaviors of 50 boys with Attention-Deficit Hyperactivity Disorder (ADHD) were compared to those of 50 boys without ADHD. The two groups were randomly assigned to one of two feedback conditions: a) boys in the "instruction and rule" condition learned additional strategies to aid their performance on the Wisconsin Card Sorting Test (WCST); b) children in the "verbal only" condition learned no additional strategies. There were no significant group or condition differences between the boys on the primary dependent measures used. The results from the WCST were also evaluated according to five aspects of problem solving: (a) selective ... continued below

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vi, 154 leaves

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Epperson, Sidney Reins December 1992.

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This dissertation is part of the collection entitled: UNT Theses and Dissertations and was provided by UNT Libraries to Digital Library, a digital repository hosted by the UNT Libraries. It has been viewed 52 times , with 9 in the last month . More information about this dissertation can be viewed below.

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  • Epperson, Sidney Reins

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Description

The hypothesis testing behaviors of 50 boys with Attention-Deficit Hyperactivity Disorder (ADHD) were compared to those of 50 boys without ADHD. The two groups were randomly assigned to one of two feedback conditions: a) boys in the "instruction and rule" condition learned additional strategies to aid their performance on the Wisconsin Card Sorting Test (WCST); b) children in the "verbal only" condition learned no additional strategies. There were no significant group or condition differences between the boys on the primary dependent measures used. The results from the WCST were also evaluated according to five aspects of problem solving: (a) selective attention, (b) stimulus differentiation, (c) response generation, (d) response execution, and (e) responding appropriately to feedback. The study showed a tendency for the children with ADHD to respond according to a position or hypothesis set. Similarly, children in the "verbal only" condition tended to respond to feedback less appropriately than did children in the instruction and rule condition. These tendencies however, did not differentiate between the boys with ADHD and boys without ADHD.

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vi, 154 leaves

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UNT Theses and Dissertations

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  • December 1992

Added to The UNT Digital Library

  • March 24, 2014, 8:07 p.m.

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  • Feb. 26, 2015, 10:36 a.m.

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Epperson, Sidney Reins. Hypothesis Testing Behaviors of Children with Attention-Deficit Hyperactivity Disorder, dissertation, December 1992; Denton, Texas. (digital.library.unt.edu/ark:/67531/metadc277934/: accessed September 22, 2017), University of North Texas Libraries, Digital Library, digital.library.unt.edu; .