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Biomedical subjects

D Lufi

Publications and source records attributed to D Lufi.

8 recordsLinked to original sources
PubMed2001

Double-coding test: a new paper-and-pencil measure of eye-hand coordination.

The present research presents the development of a new paper-and-pencil coding task that may find a variety of uses in the psychological assessment of cognitive processes. The aim of the new test, named the Double-coding Test, was to create a more complex task than the previous coding tests. This new task requires two different coding processes before marking the correct sign in the appropriate space. To validate this new double-coding task it was administered along with the Coding B subtest of the Wechsler Intelligence Scale for Children-Revised and the d2 Test. Also for validation the new test was administered to a clinical group of children having Attention Deficit/Hyperactivity Disorder. A sample of normal children is presented for five different ages from 8 and 13 years. Analysis showed that the Double-coding Test differentiates between clinical group and normal children more effectively than does the WISC-R Coding B subtest or the d2 Test. Suggestions are offered for use of the Double-coding Test.

Attention Deficit Disorder with Hyperactivity↗
PubMed1997

The effect of methylphenidate on the cognitive and personality functioning of ADHD children.

Twenty Israeli children diagnosed as having Attention Deficit Hyperactivity Disorder (ADHD) participated in the study. The study used a double-blind, cross-over, placebo-control design, in which each child received a three-week treatment of methylphenidate (MPH), and a three-week treatment with a placebo. Their teachers completed the Conners' Teacher Rating Scale (CTRS) along with ratings of other variables prior to the beginning of the study and during the two treatment periods. The subjects were tested on a specially designed battery of both cognitive and personality tests at the end of each treatment period. The results showed significant differences between ratings of children's behavior in pretest and subsequent placebo and MPH treatment periods. Comparison of the MPH and placebo treatment revealed no differences in any of the measures assessing cognitive ability and personality characteristics.

Adolescent↗
PubMed1996

Loneliness, perceived social support, and anxiety among Israeli adolescents.

This study was designed to investigate the variables of social support, loneliness, and anxiety among two groups, i.e., participants who identified with the label "I am a lonely person" (Lonely group; n = 37) and those who did not identify with this label (Not lonely group; n = 107). Based on the findings of a 1994 study of South Pacific participants, hypotheses were formulated and tested using the grouping variable. As expected, significant correlations for scores on loneliness with social support and with anxiety were noted. Also, as expected, there were significant differences between the two groups on social support, loneliness, and anxiety. While such results support earlier findings it appears the association of loneliness and perceived social support may be more complex than proposed earlier. For the lonely group anxiety is significantly correlated with a need to seek acceptance.

Adolescent↗
PubMed1995

Personality assessment of children with attention deficit hyperactivity disorder.

The present research was designed to assess several potentially important factors in the personality structure of a sample of children with attention deficit hyperactive disorder (ADHD) as compared to normal control children. Three questionnaires were administered to a group of 28 ADHD boys and to a control group of 83 boys: (1) The Locus of Control Scale for Children; (2) The Revised Children's Manifest Anxiety Scale; and (3) The Persistence Scale for Children. Results showed that the ADHD children had significantly higher external locus of control, were significantly less persistent, and reported an elevated level of "concentration/social worry" (an anxiety subscale). Such findings can help to clarify both the personality structure and the coping styles of the ADHD child.

Adolescent↗
PubMed1989

Anxiety among children in Israel.

A sample of 676 children from Israel participated in the present study. They resided in either a city (n = 105) or kibbutz (n = 571) in northern or central Israel. Participants completed an Hebrew version of the Revised Children's Manifest Anxiety Scale. The current study hypothesized that anxiety is multidimensional in nature. It was also hypothesized that anxiety, given the unique environment of Israel, would be associated with different sources of potential threat. The anxiety items comprising the revised scale were analyzed via a principal factor analysis with varimax rotation. A two-factor solution was retained as the most statistically sound solution; one factor was labeled Anticipatory Anxiety and the other Social Anxiety. The results support the hypotheses.

Anxiety↗
PubMed1987

A scale for measuring persistence in children.

Persistence and its assessment have been studied since the 1920s. One common approach in measuring persistence has been through testing the subject's ability to solve difficult or monotonous problems. Another approach has been through questionnaires. Although persistence is very important in academic achievement and in the general development of personality, no questionnaires have been developed for measuring persistence in children. The present research concerns the development of such a scale. It includes 40 items and was tested on 322 Israeli children aged 7-13. The internal reliability of the scale (Cronbach alpha) was .66, and the test-retest reliability after 6 months was .77. The scale differentiated active gymnasts from non-gymnasts as well as persistent gymnasts from dropout gymnasts. In addition, significant correlations were found between the scale and the need-persistence measure of the Rosenzweig Picture Frustration Study, Locus of Control, and other measures. We discuss these findings along with the significance of persistence in everyday life.

Journal Article↗
PubMed1985

Attentional deficit disorder and short-term visual memory.

Twenty-four children with Attentional Deficit Disorder (ADD) were compared to a control group of 17 children with emotional problems. All the subjects were tested on the Wechsler Intelligence Scale for Children-Revised (WISC-R), along with an adaptation of the Coding subtest to measure short-term visual memory. The results showed superiority of the control group on the short-term visual memory task. The correlations of short-term visual memory with each of the subtests of the WISC-R were different for each group. For the emotional group short-term visual memory correlated significantly with the WISC-R verbal scores, while in the ADD group visual memory more often significantly correlated with performance subtests. In the discussion an attempt was made to explore the reasons for these differences and their implications for academic tasks.

Adolescent↗