Abstract
Abstract Nineteen disadvantaged sixth-grade underachievers were exposed to an automated technique which included an answering time delay, audio-visual tutoring, and extrinsic reinforcement for accuracy. These Ss, having shown impulsive cognitive patterns on pretesting, averaged progressive reductions in errors coupled with parallel increases in time spent per lesson as they progressed through 65 instructional sessions. Confirmation of the influence of the automated technique upon cognitive tempo shifts was shown by across-program comparisons of the experimental group's standardized reading test performance with that of a control group. Experimental Ss averaged a significantly greater movement toward reflective answering patterns than did control students, with 53 percent of the experimental group and no control Ss showing shifts toward reflection.
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