Reflection-impulsivity: The generality and dynamics of conceptual tempo.

Abstract

Third grade children previously classified as either reflective or impulsive were administered a serial learning task under 3 different conditions. After administration of 2 lists, 1 group was told their performance was poor, a 2nd was told that the next lists were difficult, and controls were given no special communication. Impulsive subjects in all groups reported more incorrect words before and after experimental intervention. Reflective boys who were told the next lists were difficult showed the largest increase in incorrect words.