A review of the research on reflection and impulsivity in children.

Abstract

A review of the conceptual tempo literature indicated that students' conceptual tempos are important influences on a wide variety of learning tasks. While research in the modification of conceptual tempo has been mixed, the results generally indicate that impulsivity can be attenuated and that the more reflective behavior patterns generalize across settings. The implications of conceptual tempo research are examined with a specific emphasis on issues related to health education.