Abstract
Second and sixth grade impulsive and reflective children were administered a conceptual style task with a modification that children were reinforced specifically for either global or analytic processing. Results indicated that both reflectives and impulsives were capable of offering either a global or analytic hypothesis under appropriate reinforcement. Results were interpreted as indicating the relevance of motivational factors to reflection/impulsivity and cognitive style.
Original language | English (US) |
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Pages (from-to) | 55-62 |
Number of pages | 8 |
Journal | Journal of Experimental Child Psychology |
Volume | 33 |
Issue number | 1 |
DOIs | |
State | Published - Feb 1982 |
ASJC Scopus subject areas
- Experimental and Cognitive Psychology
- Developmental and Educational Psychology