Reduction in Children’s Impulsivity Enhances Performance in Mathematics, but not English language: Evidence for Impulsive Behaviour Modification Using Cognitive Modelling

Test responses are mostly the chief basis for diagnosis, but educational appraisals of learners who experience difficulties fail to account length time learner employs respond cognitive tasks. Impulsive children have been shown challenges in school, not because they less intelligent than non-impulsive ones, their fast conceptual tempo. This study employed a modelling procedure attempt reduce impulsivity children, and subsequently enhance performances English language Mathematics. A total 93 primary four pupils had identified as impulsive, participated study. They were divided into groups using Solomon Four Group Experimental Design. The findings that experimental showed reduction relative control at posttest delayed measures. reduced translated improved performance Mathematics this was observed subjects’ language. results provide preliminary support efficacy training intervention mechanism reducing enhancing