Pleasure associated with cognitive mastery was studied in relation to conceptual tempo in third- and fourth-grade boys and girls. nAuthor/JMB)

This study examined the role of conceptual tempo in 4th graders' comprehension and appreciation of verbal jokes containing various types of linguistic ambiguity. (JMB)

Boys, ages 6, 8, and 10, were classified with regard to conceptual tempo and were presented with cartoon stimuli varying in cognitive complexity and level of affectivity. The results indicate that reflective subjects generally displayed the highest comprehension scores while impulsive subjects displayed the greatest spontaneous mirth. (JMB)

Fourth and seventh grade reflective, impulsive, fast/accurate, and slow/inaccurate subjects were asked to paraphrase the meaning of ambiguous sentences and then to indicate their meaning through the selection of pictures. Results indicated that reflective children were more successful in some settings than impulsive or slow/inaccurate children.…

Fifth-grade boys and girls were administered the Matching Familiar Figures Test and a projective measure of fantasy aggression and its control. They were also rated sociometrically by peers and teachers on physical, verbal, and indirect forms of overt aggression. Results indicated that conceptual tempo was related to aggression and its control.…

Focuses on the relationship between conceptual tempo and control of humorous affect in young children. Records the responses of reflective, fast-accurate, impulsive, and slow-accurate fourth-grade children to a videotape of an adult telling a series of jokes, half of which are followed by audience laughter. (CM)