This study presents normative data on the Kagan Matching Familiar Figures test, a measure of impulsivity/reflection, for 200 adult male incarcerates (108 Black, 92 White) in a state correctional system. Also presented are t‐tests between groups and correlations between the MFF and a series of demographic and test measures. Low, significant correlations were found between the MFF scores (time, number correct) and race, IQ, education, and reading levels. A comparison with college male and female norms is provided. The value and use of the MFF as a measure of cognitive style are discussed.

This study investigates relative effects of three modes of prereading assistanceDirected Reading Question, Cognitive Organizer, and a third mode combining the D.R.Q. and the C.O.-upon seventh graders' comprehension of a prose selection.Prior to a silent reading of the task selection, Group A listened to an audiorecording of a DRQ; Group B listened to an audio-recording of the CO; Group C listened to a recording of both the DRQ and the CO. Following the silent reading, students completed a seven-item reading comprehension test.Test scores reveal significantly greater comprehension (.01) for the students who listened to the Cognitive Organizer. The DRQ group generated the lowest mean comprehension score.Cognitive Organizer appears to be a more significant prereading activity than does the traditional Directed Reading Question.The purpose of this study was to obtain a clearer understanding of the effect created by three modes of prereading assistance on the reading comprehension of a prose selection. The modes of prereading assistance were the directed reading question (DRQ), the cognitive organizer (CO), Sand a combination form (CO + DRQ). Essentially, the study attempted to answer the question:Which prereading activity-DRQ, CO or CO + DRQ will contribute most to the measured reading comprehension of a prose selection?The directed reading question has appeared in classrooms and in the literature under a variety of names. Holding that variety in limbo, in this study the DRQ represents those purposes that a reading teacher sets for students by asking them to read a selection in order to find an answer. For example, a class might be directed to read a selection in order to find three reasons for westward expansion during the 1850's (e.g., "What are the three reasons given in this selection . . .?"). Similarly, students could be directed to read a selection in order to satisfy the following: "Read this selection in order to discover who wins 'The Most Dangerous Game. ' " Marksheffel (1966) and Tinker and McCullough (1962) suggest to both

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