Abstract
This study investigated the influence of reflective and impulsive problemsolving styles on the information-processing proficiency (focusing) of fifth- and ninth-grade boys and girls using a concept identification procedure developed by Levine (1966). The major findings were that: (a) ninth-grade Ss as compared with fifth-grade Ss, and reflective Ss as compared with impulsive Ss tended to be more proficient focusers and had longer latencies following feedback; (b) longer latencies following negative feedback were associated with more proficient focusing on Levine's task. It was concluded that developmental differences in focusing are related to developmental differences in reflection-impulsivity. An examination of Levine's task revealed the likelihood that a reflective cognitive style facilitates focusing because it allows for the more effective retrieval and recoding of information.
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