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Peer reviewedHarrison, Kelley A.; Romanczyk, Raymond G. – Journal of Learning Disabilities, 1991
Twenty-two elementary-aged children with reading difficulties were administered multiple assessments, including the Matching Familiar Figures Test (MFFT), Simple Reaction Time, and Complex Reaction Time. Results did not support a relationship between impulsivity, as measured by the MFFT, and academic progress in a classroom setting. (Author/JDD)
Descriptors: Academic Achievement, Conceptual Tempo, Elementary Education, Learning Disabilities
Peer reviewedCathcart, W. George; Liedtke, Werner W. – Alberta Journal of Educational Research, 1973
The main purpose of this study was to select some 7 1/2 to 8 year old subjects and to determine if there was a difference between those classified as impulsive and those classified as reflective in their ability to conserve length. (Author)
Descriptors: Academic Achievement, Achievement Tests, Analysis of Covariance, Concept Formation
