AbstractPrior studies have established relationships between conceptual tempo and reading skills, especially for word recognition. The effects of conceptual tempo on advanced reading tasks are not so clear. This study examined the relationship of conceptual tempo and performance by sixth-grade subjects on several common study and reading activities. Conceptual tempo influenced success on certain tasks. Reflective subjects took higher quality notes than did impulsive subjects, and they did so without spending more time on task or writing down more information. At the same time, reflective subjects did not always gain potential advantages from their notes. Reflective subjects also wrote superior summaries for paragraphs with implicit main ideas but not for paragraphs with main ideas stated within, and they scored higher than impulsive subjects on a short-answer social studies test. Results indicate that conceptual tempo may have a relationship with effective studying and reading. Reflective readers, however...