Fast-Accurate and Slow-Inaccurate Conceptual Tempos: Are They Distinct Groups?

Abstract

Fast-accurate and slow-inaccurate conceptual tempos were examined for evidence of their relationships to the more common categories of conceptual tempo, impulsive and reflective, on measures of intelligence and achievement and on selected demographic variables. Subjects were 162 second-grade students, one-third of whom were classified as fast-accurate or slow-inaccurate. In contrast to previous research no significant differences were found for ethnicity or socio-economic status. Mixed findings were demonstrated for sex. Fast-accurate and reflective groups tended to score similarly on measures of intelligence and achievement while impulsive and slow-inaccurate subjects grouped at a lower level. Results are discussed in terms of needs for future research on these two modes of conceptual tempo.

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