Third and fourth grade boys classified as impulsive, reflective, fast/accurate and slow/inaccurate responded to matching tasks varying in the number of dimensions involved. Reflective children performed better on the task with fewer dimensions, while impulsive children were better on the task with many dimensions. (JKS)

This study examined the effects of 3 situational contexts varying in demands for accuracy and speed on the performance of 45 kindergarteners and 45 second grade students on the Matching Familiar Figures test of cognitive style. (JMB)

The optional shift performance of 52 reflective and 50 impulsive second-grade girls was assessed under two response-consequence conditions: (1) reward for correct responses only, and (2) reward for correct responses and a penalty for incorrect responses. (Author/MP)

The Matching Familiar Figures Test and the Auditory Impulsivity Task were administered to 81 fourth-grade students. Fifty-five percent of the students maintained classifications as reflective, impulsive, fast-accurate, or slow-inaccurate across the two modalities, indicating that the two tasks measured different abilities. The authors suggest that…

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…

In a study on cognitive style, reflectivity-impulsivity in response to task uncertainty was investigaged. At 44 months of age, 23 boys and 25 girls were tested on a matching-figures test. Correlations were made between number of errors, response time, intelligence, and sex. Results indicated that there were significant sex differences in preschool…