Reflectivity-impulsivity in response to task uncertainty has been suggested as an important cognitive style. The present study investigated response time (a measure of reflectivity-impulsivity), errors on a matching-figures task, and intelligence in preschool children. The results indicate that there are important and significant sex differences in preschool children's cognitive style: boys' errors were significantly correlated only with their response speed, while girls' errors only with their intelligence. These results agree with similar sex differences as observed in studies using older children. sex differences. Paper presented at the Biennial Meeting of the Society for Research in Child Developmenr, New York, March, 1967. KAGAN, J. Reflection-impulsivity and reading ability in primary grade children. Child Develpm., 1965, 36, 609-628. KAGAN, J., & LEWIS, M. Studies of attention in the human infant. MerrilGPalmer Quarterly, 1965, 11,95-127. KAGAN, J., ROSMAN, B. L., DAY, D., ALBERT, J., & PHILLIPS, W. Information processing in the child: significance of analytic and reflective attitudes. Psychol. Monogr., 1964, 78, No. 1 (Whole No. 578). Acceped March 5, 1968.

Experimentally defined novelty and familiarity was shown to influence the distribution of attention to visual stimuli in the 42-month-old child. Familiarity produced response decrement while novelty resulted in response recovery. Further, attentive behavior was maintained for approximately 30 min. by varying the environmental input.