To examine the relationship between response accuracy and tempo, as measured by the Matching Familiar Figures Test (MFF) and criterion measures, 233 7-, 9-, and 11-year-olds were given the MFF, two problem-solving tasks, and a test of academic achievement. (Author/JH)

Reflective subjects generated characteristically different and more efficient hypothesis-testing strategies than impulsive subjects. (Author)

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)

It may be concluded that reflective and fast-accurate Ss differ from impulsive Ss of the same grade in the strategies used to solve problems. These strategy differences may or may not lead to more efficient performance, depending on the structure of the task, but they are indicative of different levels of cognitive development. (Author)

It was concluded that in grade school children the tendency to be reflective in problem solving also entails a disposition to take longer in making decisions. (Author)

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

This is the final report on a three year project designed to investigate the development of problem-solving strategies in elementary school children. In this project the personality of the child as it is reflected in problem solving style is examined. The hybothesis that reflective children are more competent problem solvers than impulsive…