The current study investigated how playing with another individual may influence 3- and 4-year-olds' executive function in the Less-Is-More (LIM) task, where children point to the tray with the smaller amount of treats so as to obtain the larger amount of treats in the other tray. In Experiment 1, 35 Singaporean children were tested with a self…

Our study focused on number transcoding in children. It investigated how 9-year-olds with and without arithmetical disabilities wrote Arabic digits after they had heard them as number words. Planning time before writing each digit was registered. Analyses revealed that the two groups differed not only in arithmetical abilities but also in verbal…

Failure was hypothesized to be an antecedent of a reflective style of responding and frustration an antecedents of an impulsive style. Fourth grade children experienced either failure or frustration, and were then assessed with the Matching Familiar Figures Test. (SBT)

Second- and sixth-grade impulsive and reflective children were administered a conceptual style task with a modification that children were reinforced specifically for either global or analytic processing. Results indicated that both reflectives and impulsives were capable of offering either a global or an analytic hypothesis under appropriate…

Examined the effects of externally cued periods of delay and various experimentor-generated rules for behavior management during the delay intervals on multiple measures of inhibitory self-control in young children. Subjects were 90 middle-class, white, kindergarten through second-grade children. (Author/MP)

Egeland and Weinberg's contention that form F of the Matching Familiar Figures Test (MFF) is inappropriate for kindergarten children is examined. Subjects were 85 kindergarten children. (MP)

Information processing capabilities of normal and retarded individuals were studied within the context of a modified Steinberg recognition memory task. Normal and retarded individuals spent the same amount of time learning information, but normal subjects spent less time retrieving the information. (ST)

It was concluded that developmental differences in focusing are related to developmental differences in reflection-impulsivity. (Author)

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)

This study indicates that impulsive children inhibit expressive behavior less than reflective children in the presence of a nonverbal inhibitory cue, and provides support for the construct validity of the Matching Familiar Figures Test of reflectivity/impulsivity. (GO)

Examines the nature of the relationship between language, cognitive impulsivity selected racial and social class variables, and the development of self-control through training in self-instruction. Subjects were 333 second-grade children. (Author/MP)

Examined effects of a self-instruction intervention on the relationship between cognitive level and conceptual tempo among preoperational and concrete operational children. Cognitive level and conceptual tempo were strongly related; preoperational children tended to be classified as impulsive, concrete operational children as reflective.…