The Relation of Cognitive Style to Social and Self-Regulatory Behaviors in Naturalistic Settings

This study examines the relation of reflectivity-impulsivity to naturally occurring social and self-regulatory behaviors of urban, disadvantaged preschool children. Correlations between the Kansas Reflectivity-Impulsivity Scale for Preschoolers (KRISP) and classroom behavior were computed for two groups of Head Start classes (121 children, ages 2 to 5) that differed on the amount of adult-imposed classroom structure. Classroom observations were collected using a time sampling procedure during a baseline period of approximately three months, and during a two-month period in which experimental treatments were introduced. The KRISP was administered during the last month of baseline observation and at the end of the experimental period. Results seem to indicate that correlations between impulsivity and classroom behavior were limited to the low structure classrooms. In the low structure classes, impulsive children were less aggressive, less assertive, and less likely to show understanding of others or to engage in prosocial behavior such as cooperation, helping, and sharing than their reflective peers. Impulsive children were higher than reflectives on two indices of self-regulation: responsibility during pick up time and waiting patiently during delays. (Author/SB)