Strategy Differences Between Reflective and Impulsive Children

Reflection-impulsivity: A review.

“…Response time reliabilities were . 58, .68, .73, and .96; corresponding error reliabilities were .39, .34, .43, and .80 (Adams, 1972;Duckworth, Ragland, Sommerfeld, & Wyne, 1974;Hall & Russell, 1974;Siegel-man, 1969). However, in both the Adams and Siegelman studies, only reflective and impulsive, but not fast-accurate and slowinaccurate, subjects were included.…”

The measurement of cognitive impulsiveness: Psychometric properties of two automated adult versions of the Matching Familiar Figures Test

“…Examination of the results showed that the first response-latency measure (Adams, 1972) was no less sensitive than the mean response latency (Ault et aL, 1976) so Ore results of the latter are not reported here.…”

“…Problems have arisen from the method of scoring the MFFT. Studies of validity have concentrated on the bivariate score (Adams, 1972;Block et al, 1974), the metric properties of which have received little attention. In this procedure, each of the two measures (latency and errors) is split at the median, and each subject is assigned to one of the cells of the resulting fourfold table.…”

“…The short-term stability of latency has been assessed several times, with values ranging from 0.58 to 0.96 for elementary-school children over a 1-to 8-week period (Adams, 1972) and 0.19 for preschool children (Block et al, 1974), while in the case of errors, values ranging from 0.39 to 0.80 for schoolchildren (Ault et al, 1976) and 0.21 for preschool children (Yando and Kagan, 1968) have been reported. Internal consistency has been less often studied, although Block et al (1974) found coefficient a values of 0.86 for latency and 0.52 for errors on the elementary form.…”

The Reliability of the Matching Familiar Figures Test

“…Ten years after its inception conceptual tempo is now considered a well documented cognitive style, regarded as one of the few Yygnitive styles for which " reasonable numbers of properly designed investigations have been carried out (Cashdan and Lee, 1971), included in a grand design for a " Conceptual Framework for a Multi-Factor Theory of Individuality " (Royce, 1973) and hailed as being of major significance for education (Rohwer, 1970). However, a critical omission from the literature to date has been any attempt to evaluate the reliability of the principal measure of conceptual tempo, the Matching Familiar Faures Test.…”