Investigated relationships between behavioral and cognitive impulsivity in children. Cognitive style was not predicted by classroom behavior, indicating that it may be a relatively independent dimension. (DP)

This study was designed to determine the relationship between children's reflection-impulsivity and responses to a forced choice of a toy for play (labelled as impulsivity) and the length of continued play with the selected toy (labelled as latency). A group of twenty four-year-olds, male and female, were observed making a choice between toys. The…

A 9-year-old impulsive boy was treated with a combination of verbal self-instructions and response cost. The program was sequentially applied to inappropriate "switches" in each of three target behaviors (topics, games, rules) according to a multiple baseline design. Positive change in all of the target behaviors was evident at posttreatment.…

A sorting-recall procedure was used to examine the relationship between study and recall organization in reflective and impulsive children at the first and fourth grade levels. Data regarding sorting latencies per trial and the number of trials required to achieve stable sorts were provided by two indirect measures of the deliberateness and ease…

This article addresses the problem of achieving a successful program of individualized learning. Two major points are raised. First, the teacher should realize the importance of diagnosing and understanding the different learning style of each pupil. Some children learn more readily by reading, others by hearing. Some learn faster when they can be…

This study compared learning style preferences among gifted African-American (n=54), Mexican-American (n=61), and American-born Chinese (n=40) middle grade students attending Chicago, Illinois, public schools. Significant ethnic, gender, and grade differences were found. All three groups preferred studying in the afternoon and bright light and did…