Verbal self-instruction was employed in training impulsive first-grade children to perform visual discrimination matching tasks. Posttests, following the four training conditions, showed that while strategy training increased latency, self verbalization both increased latency and reduced errors. (Author/DEP)

The major purpose of this study was to assess the degree to which cognitive style, as indexed by the Matching Familiar Figures Test (MFFT), is related to the way in which children respond to problems with social or interpersonal content. Fifty-two reflective and 64 impulsive first- and second-grade boys were presented with a number of stories in…