Abstract
The relationships between cognitive style, conceptual tempo and problem solving strategies of 81 fifth-grade students were examined. While cognitive style was not found to be related to strategies employed during problem solving, conceptual tempo influenced both time spent and quantity and quality of questions asked. Effectiveness of programmed instruction in developing analytic and reflective problem solving abilities was also investigated. This form of training was effective in increasing time spent on the four criterion problems. Improvement was also seen in the quantity and quality of questions asked. Aptitude by treatment interactions indicated that modification of the program in the direction of more externally controlled pacing may be required for the very non-analytic and impulsive child.
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