Regulation of Conceptual Tempo in First-Grade Children

Abstract

This study examined the relationship between tempo, as measured by the Matching Familiar Figures Test, the ability to regulate tempo, and teachers' ratings of children's performance in first grade. Data suggest that both tempo and the ability to regulate tempo are related to children's performance in first grade, and that dimensions are additive. On all tasks administered, errors accounted for more of the variance in children's performance than did response time. These results are consistent with recent reports critical of the matching task. Sex differences were also noted.

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