Correlates of Reflection-Impulsivity in Kindergarten Males: Intelligence, Socioeconomic Status, Race, Fathers' Absence, and Teachers' Ratings

Abstract

72 kindergarten males were assessed for reflection-impulsivity with the Matching Familiar Figures test. Cognitive style on this test was examined in relation to intelligence, socioeconomic status, race, fathers' absence, and teachers' ratings of impulsivity. Significant findings included boys whose fathers were absent from the home made more errors on the test than boys whose fathers were present in the home. Teachers rated more intelligent boys as more impulsive, and these teachers' ratings were positively correlated with errors but not latencies. No significant differences in cognitive style were found for race or socioeconomic groups.

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