Conceptual Tempo and Inhibition of Movement in Black Preschool Children

The matching familiar figures test: A primary, secondary, and tertiary evaluation

“…This is hardly a basis for asserting that one's performance on the M F F is largely dependent on I&: A person's capacity to delay and analyze several alternatives prior to responding can be associated with his ability to delay motor responses. There is ample evidence that 4-and 5-year-old children who are reflective tend to execute motor acts more slowly than impulsives and are better able to delay their motor responses on tasks in which there is no pressure to find the correct answer (Harrison & Nadelman, 1972;Hess, Shipman, Brophy, & Baer, 1969;Maccoby, Dowley, Hagen, & Degerman, 1965). Thus, motor inhibition is an area that deserves closer examination to clarify its association with reflection-impulsivity.…”

Impulsivity: Self‐report and Performance Measure

“…While Kagan has tended to suggest that the operation of conceptual tempo is restricted to situations involving " problems that contain response uncertainty " (Kagan and Kogan, 1970) there is evidence that the dimension may possess greater generality. For example, two studies (Harrison and Nadelman, 1972 ;Constantini et al, 1973) have reported that conceptual tempo is related to the ability to inhibit motor activity, while Meichenbaum and Goodman (1969) have produced evidence which suggests that there is a relationship between conceptual tempo "and the ability to control motor behaviour verbally " as measured in a Luria-type task. (1970) has pointed out, several investigators have suggested that extraversion-introversion (E-I) may contain a component which can be labelled ' impulsivity-reflectiveness.'…”

Basic variables in reflection-impulsivity: A training programme to increase reflectivity

“…Kogan (1981) studied the educational implications of nine different cognitive styles, and concluded that the implications of Reflection-Impulsivity (R-I) on several areas of personality, behavior, and learning were great . The impact of Reflection-Impulsivity has been confirmed by various experimental investigations, in the following areas : attention (Ault, Crawford, & Jeffrey, 1972;Campbell, 1973;Schwartz & Thrsky, 1969;Welch, 1973;Zelniker, Jeffrey, Ault, & Parsons, 1972), academic achievement (Barret, 1977;Finch, Pezzuti, Montgomery, & Kemp, 1974;Karmos, Scheer, Miller, & Bardo, 1981;Messer, 1970Messer, , 1976Nagie & Thwaite, 1979;Sheldon & Kennet, 1982), inhibition and control of movements (Harrison & Nadelman, 1972;Messer, 1976), cognitive development and mental capacity (Gjerde, Block, & Block, 1985;Messer, 1976;Zelniker & Jeffrey, 1976), metacognition (Borkowski, Peck, Reid, & Kurtz, 1983;Cameron, 1984), reading proficiency (Egeland, 1974;Hall & Russel, 1974;Roberts, 1979) aggressiveness (Messer & Brodzinsky, 1978;Thomas, 1971), self-control (Mann, 1973;Shipe, 1971;Ward, 1973) and problem solving (Borkowski, Peck, Reid, & Kurtz, 1983;Peters & Bernfeld, 1983), among others. Reflective individuals are better achievers than impulsive ones in all of these areas.…”