Perceptul and Moror Skills, 1977,45,56-58. @ Perceptual and Motor Skills 1977
RELIABILITY OF THE MATCHING FAMILIAR FIGURES TEST SCORES OF LEARNING DISABLED CHILDREN MICHAEL H. EPSTEIN, DOUGLAS CULLINAN, AND JOHN LLOYD Northern Illinois Unirlersityl Summary.-The reliability of the Matching Familiar Figures Test with impulsive learning disabled boys was investigated. 20 children were tested in two sessions separated by a 2-mo. period. Significant correlations for response time and errors scores indicated a high level of stability over time. Educational implications were discussed.
The reflection-impulsivity dimension identified by Kagan and associates (Kagan, Rosman, Day, Albert, & Phillips, 1964) describes individual differences among children in problem-solving situations. The reflection-impulsivity construct is often measured by use of the Matching Familiar Figures Test, a perceptual recognition task on which the child is asked to identify one figure from among six variants which is identical to a standard figure. On this problem-solving task some children characteristically respond rapidly but make many errors and are referred to as "impulsive." Those children who respond slowly and make fewer errors are identified as "reflective." The reflection-impulsivity dimension, as measured by the Matching Familiar Figures, has been related to other perceptual and cognitive areas including inductive reasoning, serial learning, reading, arithmetic, and other schoolrelated performance (see Epstein, Hallahan, & Kauffman, 1975; Kagan & Kogan, 1970, pp. 1273-1365). Typically impulsive children tend to perform poorly relative to reflective children. Further research has confirmed the relationship between an impulsive problem-solving approach and poor academic performance of learning disabled children (Epstein, Cullinan, & Sternberg, 1977; Hallahan, Kauffman, & B d , 1973; Keogh & Donlon, 1972). The ability of the Matching Familiar Figures to discriminate between normal and atypical learners has led to recommendations that the instrument be considered for use in the diagnosis of learning problems (Epstein, et al., 1977; Keogh & Donlon, 1972). The reliability of the Matching Familiar Figures Test .in measuring impulsivity has recently been questioned (Block, Block, & Harrington, 1974). Test-retest reliabilities have been significant but only moderately high for response time (r = .23 to .43) and relatively high and significant for errors (s = approximately .62) with normal children (Ault, Mitchell, & Hartman, 1976). However, for learning disabled children, reliabilities of the instrument have not been investigated. If the test is to be of diagnostic value for learning disabled children, the reliability of the instrument must be demonstrated. The =Departmentof Special Education, Northern Illinois Univer., De Kalb, Ill. 601 15.
RELIABILITY OF MATCHING FAMILIAR FIGURES
57
purpose of the present study was to examine the stability of scores derived from the Matching Familiar Figures Test with impulsive, learning disabled boys.
M~THOD S ~ ljects b Learning disabled boys from two separate school districts located in rural communities participated in the study. Children in these school districts were labeled as learning disabled if they showed normal intellectual ability, academic achievement in one or more areas at least one year below ability expectation, a perceptual-motor and/or language disability, and no evidence of sensory impairment. ALI the children were receiving special education service for the learning disabled. As part of a project to investigate impulsive cognitive tempo of learning disabled children, 225 9- to 12-yr.-old boys (78 learning disabled, 147 nonlearning-disabled) were administered the Matching Familiar Figures Test. For this entire group, the median time score was 12 sec. and the median error score was 8. In accord with recommended procedures (Kagan, et dl., 1964) any boy whose time score was below the median and error score was above the median was designated impulsive. Any boy whose time score was above the median and error score was below the median was designated reflective. There were 60 learning disabled boys who were also impulsive; 20 of these were randomly selected to serve as subjects. Thus the target group represented children who were both cognitively impulsive and learning disabled. Chronological age means and intellectual ability means based on the Kuhlman-Anderson were as follows: Ma,, = 10.3 yr. (SD = 9 6 ) ; MIQ = 101.3 (SD = 8.60). Pro cedare Testing was conducted in two sessions which were separated by a 2-mo. period. For both testings each child was taken from his classroom and individually administered the elementary school version of the test. The instrument consists of two practice and 12 scored trials on a task in which the child is presented with a standard figure and six variants. The child must choose the variant which is identical to the standard. If incorrect on the first choice the child must select again until correct. The dependent variables were the mean of response times to the first choice for all 12 trials and total number of errors for all trials. .
RESULTSAND DISCUSSION Mean response times for the first and second sessions were 7.07 sec. (SD = 2.6) and 7.65 sec. (SD = 2.9), respectively. Error means for the two sessions were 12.6 (SD = 3.6) and 10.6 (SD = 3.1), respectively. In order to determine test-retest reliability of the Matching Familiar Figures Test with these learning disabled children, Pearson product-moment
M.
58
H. EPSTEIN, ET AL.
correlations were calculated for both dependent variables. For the sample of 20 impulsive learning disabled children, significant correlations were obtained for response time ( 7 = .72, p < .001) and error scores ( r = .55, p < .02), indicating relatively high levels of stability for both time and error scores. In the present study test-retest correlations were higher for response time than for errors which is consistent with.reports of other investigators (reviewed by Ault, et al., 1976). The size of the correlations, however, was greater in the present investigation than generally reported. This was somewhat surprising because the subjects in the present sample were selected for their extreme responses (short response times, many errors); a "regression to the mean" phenomenon (Campbell & Stanley, 1963) might have been expected to lower the correlations appreciably. The results suggest that congruent with clinical observation of these children (Hallahan & Cruickshank, 1973), the impulsive conceptual tempo of learning disabled boys is stable over time. Despite the controversy surrounding the reliability and validity of the test as an instrument to measure the reflection-impulsivity dimension, the present study affirms that with respect to learning disabled boys the instrument appears to be a fairly reliable psychometric tool. The findings of the present study, together with previous research on the impulsivity of learning disabled children, strengthen the possibility that the test may be of value in diagnosis of Iearning disabilities and evaluation of remedial programs. Additional research with atypical and normal learners is warranted to determine specific educational usefulness. REFERENCES
AULT,R. L., MITCHELL, C.,
&
HARTMAN, D. P. Some methodological problems in re-
flection-impulsivity research.
BLOCK,J., BLOCK,J. H.,
&
Child Development, 1976, 47. 227-231.
HARRINGTON, D. Some misgivings about the Matching
Familiar Figures test as a measure of reflection-impulsivity. Developmental Psychology, 1974, 10,611-632. CAMPBELL, D. T., & STANLEY, J. C. Experiment~l and qudsi.experimcnta1 designs for research. Chicago: Rand McNally, 1963. EPSTEIN, M. H., CULLINAN, D., & STERNBERG, L. lmpulsive cognitive tempo in severe and mild learning disabled children. Psychology in the Schools, 1977, in press. EPSTEIN,M. H., HALLAHAN, D. P., & KAUFFMAN, J. M. Implications of the reflectivity-impulsivity dimension for special education. Journal of Specid Education, in - 7 ~n I I ? c A 7 1 J , 7,L A - L J .
HALLAHAN, D. P.,
& CRUICKSHANK, W. Psycho-educational foundations of learning disabilities. Englewood Cliffs, N. J. : Prentice-Hall, 197 3. HALLAHAN. D. P.. UUFFMAN. I. M.. & BALL. D. W. Selective attention and coenitive tempo of iow achievini and high achieving sixth grade males. ~ e r c e p t u :and ~ Motor Skills, 1973, 36, 579-583. KAGAN, J., & KOGAN, N. Individual variation in cognitive processes. In P. Mussen (Ed.), Carmichael's 'Manu~Iof child p~ychology.' New York: Wiley, 1970. PD. 1273-1365. KAGAN, j., ROSMAN,B., DAY,D., ALBERT, J., & PHILLIPS,W. Information processing in the child: significance of analytic and reflective attitudes. Psychological Monographs, 1964, 78, No. 1 (Whole No. 578). KEOGH,B. K., & DONLON, G. Field dependence, impulsivity, and learning disabilities. Journal of Learning Disabilities, 1972, 5, 331-336. Accepted May 4, 1977. ~~
-
~-
RELIABILITY OF THE MATCHING FAMILIAR FIGURES TEST SCORES OF LEARNING DISABLED CHILDREN MICHAEL H. EPSTEIN, DOUGLAS CULLINAN, AND JOHN LLOYD Northern Illinois Unirlersityl Summary.-The reliability of the Matching Familiar Figures Test with impulsive learning disabled boys was investigated. 20 children were tested in two sessions separated by a 2-mo. period. Significant correlations for response time and errors scores indicated a high level of stability over time. Educational implications were discussed.
The reflection-impulsivity dimension identified by Kagan and associates (Kagan, Rosman, Day, Albert, & Phillips, 1964) describes individual differences among children in problem-solving situations. The reflection-impulsivity construct is often measured by use of the Matching Familiar Figures Test, a perceptual recognition task on which the child is asked to identify one figure from among six variants which is identical to a standard figure. On this problem-solving task some children characteristically respond rapidly but make many errors and are referred to as "impulsive." Those children who respond slowly and make fewer errors are identified as "reflective." The reflection-impulsivity dimension, as measured by the Matching Familiar Figures, has been related to other perceptual and cognitive areas including inductive reasoning, serial learning, reading, arithmetic, and other schoolrelated performance (see Epstein, Hallahan, & Kauffman, 1975; Kagan & Kogan, 1970, pp. 1273-1365). Typically impulsive children tend to perform poorly relative to reflective children. Further research has confirmed the relationship between an impulsive problem-solving approach and poor academic performance of learning disabled children (Epstein, Cullinan, & Sternberg, 1977; Hallahan, Kauffman, & B d , 1973; Keogh & Donlon, 1972). The ability of the Matching Familiar Figures to discriminate between normal and atypical learners has led to recommendations that the instrument be considered for use in the diagnosis of learning problems (Epstein, et al., 1977; Keogh & Donlon, 1972). The reliability of the Matching Familiar Figures Test .in measuring impulsivity has recently been questioned (Block, Block, & Harrington, 1974). Test-retest reliabilities have been significant but only moderately high for response time (r = .23 to .43) and relatively high and significant for errors (s = approximately .62) with normal children (Ault, Mitchell, & Hartman, 1976). However, for learning disabled children, reliabilities of the instrument have not been investigated. If the test is to be of diagnostic value for learning disabled children, the reliability of the instrument must be demonstrated. The =Departmentof Special Education, Northern Illinois Univer., De Kalb, Ill. 601 15.
RELIABILITY OF MATCHING FAMILIAR FIGURES
57
purpose of the present study was to examine the stability of scores derived from the Matching Familiar Figures Test with impulsive, learning disabled boys.
M~THOD S ~ ljects b Learning disabled boys from two separate school districts located in rural communities participated in the study. Children in these school districts were labeled as learning disabled if they showed normal intellectual ability, academic achievement in one or more areas at least one year below ability expectation, a perceptual-motor and/or language disability, and no evidence of sensory impairment. ALI the children were receiving special education service for the learning disabled. As part of a project to investigate impulsive cognitive tempo of learning disabled children, 225 9- to 12-yr.-old boys (78 learning disabled, 147 nonlearning-disabled) were administered the Matching Familiar Figures Test. For this entire group, the median time score was 12 sec. and the median error score was 8. In accord with recommended procedures (Kagan, et dl., 1964) any boy whose time score was below the median and error score was above the median was designated impulsive. Any boy whose time score was above the median and error score was below the median was designated reflective. There were 60 learning disabled boys who were also impulsive; 20 of these were randomly selected to serve as subjects. Thus the target group represented children who were both cognitively impulsive and learning disabled. Chronological age means and intellectual ability means based on the Kuhlman-Anderson were as follows: Ma,, = 10.3 yr. (SD = 9 6 ) ; MIQ = 101.3 (SD = 8.60). Pro cedare Testing was conducted in two sessions which were separated by a 2-mo. period. For both testings each child was taken from his classroom and individually administered the elementary school version of the test. The instrument consists of two practice and 12 scored trials on a task in which the child is presented with a standard figure and six variants. The child must choose the variant which is identical to the standard. If incorrect on the first choice the child must select again until correct. The dependent variables were the mean of response times to the first choice for all 12 trials and total number of errors for all trials. .
RESULTSAND DISCUSSION Mean response times for the first and second sessions were 7.07 sec. (SD = 2.6) and 7.65 sec. (SD = 2.9), respectively. Error means for the two sessions were 12.6 (SD = 3.6) and 10.6 (SD = 3.1), respectively. In order to determine test-retest reliability of the Matching Familiar Figures Test with these learning disabled children, Pearson product-moment
M.
58
H. EPSTEIN, ET AL.
correlations were calculated for both dependent variables. For the sample of 20 impulsive learning disabled children, significant correlations were obtained for response time ( 7 = .72, p < .001) and error scores ( r = .55, p < .02), indicating relatively high levels of stability for both time and error scores. In the present study test-retest correlations were higher for response time than for errors which is consistent with.reports of other investigators (reviewed by Ault, et al., 1976). The size of the correlations, however, was greater in the present investigation than generally reported. This was somewhat surprising because the subjects in the present sample were selected for their extreme responses (short response times, many errors); a "regression to the mean" phenomenon (Campbell & Stanley, 1963) might have been expected to lower the correlations appreciably. The results suggest that congruent with clinical observation of these children (Hallahan & Cruickshank, 1973), the impulsive conceptual tempo of learning disabled boys is stable over time. Despite the controversy surrounding the reliability and validity of the test as an instrument to measure the reflection-impulsivity dimension, the present study affirms that with respect to learning disabled boys the instrument appears to be a fairly reliable psychometric tool. The findings of the present study, together with previous research on the impulsivity of learning disabled children, strengthen the possibility that the test may be of value in diagnosis of Iearning disabilities and evaluation of remedial programs. Additional research with atypical and normal learners is warranted to determine specific educational usefulness. REFERENCES
AULT,R. L., MITCHELL, C.,
&
HARTMAN, D. P. Some methodological problems in re-
flection-impulsivity research.
BLOCK,J., BLOCK,J. H.,
&
Child Development, 1976, 47. 227-231.
HARRINGTON, D. Some misgivings about the Matching
Familiar Figures test as a measure of reflection-impulsivity. Developmental Psychology, 1974, 10,611-632. CAMPBELL, D. T., & STANLEY, J. C. Experiment~l and qudsi.experimcnta1 designs for research. Chicago: Rand McNally, 1963. EPSTEIN, M. H., CULLINAN, D., & STERNBERG, L. lmpulsive cognitive tempo in severe and mild learning disabled children. Psychology in the Schools, 1977, in press. EPSTEIN,M. H., HALLAHAN, D. P., & KAUFFMAN, J. M. Implications of the reflectivity-impulsivity dimension for special education. Journal of Specid Education, in - 7 ~n I I ? c A 7 1 J , 7,L A - L J .
HALLAHAN, D. P.,
& CRUICKSHANK, W. Psycho-educational foundations of learning disabilities. Englewood Cliffs, N. J. : Prentice-Hall, 197 3. HALLAHAN. D. P.. UUFFMAN. I. M.. & BALL. D. W. Selective attention and coenitive tempo of iow achievini and high achieving sixth grade males. ~ e r c e p t u :and ~ Motor Skills, 1973, 36, 579-583. KAGAN, J., & KOGAN, N. Individual variation in cognitive processes. In P. Mussen (Ed.), Carmichael's 'Manu~Iof child p~ychology.' New York: Wiley, 1970. PD. 1273-1365. KAGAN, j., ROSMAN,B., DAY,D., ALBERT, J., & PHILLIPS,W. Information processing in the child: significance of analytic and reflective attitudes. Psychological Monographs, 1964, 78, No. 1 (Whole No. 578). KEOGH,B. K., & DONLON, G. Field dependence, impulsivity, and learning disabilities. Journal of Learning Disabilities, 1972, 5, 331-336. Accepted May 4, 1977. ~~
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~-
