Results support the general conclusion that the disposition to respond in either a reflective or impulsive fashion influences the problem-solving efficiency and strategy behavior of elementary school children. The relative impact of cognitive style on problem solving varied with developmental level and the type of problem solved. (Author/BJG)

Results suggested that it may be possible to seek most efficient'' strategies for given tasks, and possibly, conditionally'' most efficient strategies for individual ability profiles. (Author)

Developmental differences in reasoning ability and item processing demands are analyzed in a study of cognitive determinants of number analogy performance in two IQ levels of elementary school children and college students. The amount of solution-related information in working memory was the crucial processing demand. Process differentiations of…

Study compared the relative advantages of three training procedures (production, judgment and combined) to a no-training control for three levels of initial ability. (Authors)

Relations among aptitude, spatial task solution strategy, and task performance were explored through mathematical models of performance latency. Different models fit different subjects on each of three task steps (encoding, synthesis, and comparison), suggesting that different subjects used different strategies for solving the same items. Aptitude…

A study involving 110 fifth- and sixth-graders (51 male and 59 female), classified as low or high in effort orientation, assessed the effects of task- versus performance-oriented instructions on a computer-assisted test programed to ensure that all examinees failed to solve all problems. Problem-solving strategy analyses were preformed. (TJH)