| Abstract: | A task that favored the impulsive approach to problem solving was given to impulsive, reflective, fast/accurate, and slow/inaccurate male 3rd and 4th graders. Ss learned to choose 1 of a pair of multidimensional stimuli based upon a single cue. In 1 condition, the stimuli were composed of many dimensions; in the 2nd condition, the stimuli were composed of few dimensions. Reflective Ss solved the task with few dimensions more quickly than impulsive Ss, whereas impulsive Ss solved the task with many dimensions in fewer trials. Fast/accurate and slow/inaccurate Ss solved problems in an intermediate number of trials but also reversed positions as a function of the number of dimensions. Both speed and accuracy components of cognitive style contributed to performance in the cognitive task. (17 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved) |
