Recognition memory in reflective and impulsive preschool children.

The reflection-impulsivity (R-I) dimension of individual variation incognitive processes is discussed. .A literature review focuses on studies that have supported the validity of the R-I dimension as a concept, and studies providing evidence of a direct relationship between the R-I dimension and visual scanningstrategies. This study compares the performances of eight reflective and eight impulsive children (based on results of the Kansas Reflection-Impulsivity Scale) on a forced-choice recognition memory task. Subjects were black children attending an experimental inner-city preschool. The recognition memory task was divided into four experimental conditions of varying difficulty because.of varying degrees of similarity between the correct and incorrect stimuli...It was hypothesized that the reflective children would perform significantly better in all four conditions.. Results supported the hypothesis, and it was concluded that the tendency to perform detailed visual feature analysis is a major component of the cognitive-perceptual basis that underlies the R-I dimension. (DP) FILMED FROM BEST AVAILABLE COPY N U S DEPARTMENT OF HEALTH. EDUCATION & WELFARE NATIONAL INSTITUTE OF EDUCATION OF EN REPRO FD ,ECE,vE0 c PaV 7,F OP I ,()N OPAGIN CO r:PIN.10,N5 "FD DC .4C, ..FC Y « FPPF D' 0, ,0% Ou P(I cv RECOGNITION MEMORY IN REFLECTIVE AND IMPULSIVE PRESCHOOL CHILDREN Alexander W. Siegel, Kathleen C. Kirasic, and Richard R. Kilburg Learning Research and Development Center University of Pittsburgh To appear in Child Development.