Modeling effects of teacher tempo on students

The dimension of reflection-impulsivity has been of interest to educators and experimenters in the quest to remediate deficient learning styles. A review of relevant literature on reflection-impulsivity is presented, along with a proposal for future study. Reliability and validity are discussed concomitantly with the Matching Familiar Figures Test (MFF), the most often used measure to classify cognitive tempo. The MFF stratifies the majority of children as reflective or impulsive: Reflective children are characterized by long response latencies and high degrees of accuracy on the MFF; impulses are characterized by high latencies and low accuracy. These cognitive strategies are discussed in relation to the school setting. As fast-inaccurate problem-solving strategies have been found to be inhibitory to optimal learning, procedures need to be devised to remediate impulsivity. Modeling is discussed as one possible intervention procedure. Implications and suggestions for research are discussed, along with a specific design for future investigation. It is hypothesized that natural teacher models will have a transmissible effect on the cognitive disposition of their students. Most importantly, if reflective teachers are found to naturally change deleterious problem-solving strategies of impulsive students, specific intervention procedures could be implemented to efficaciously redirect maladaptive learning styles.