El artículo presenta una revisión del constructo reflexividad-impulsividad. Esta dimensión es operativa en tareas que implican incertidumbre en la respuesta, es decir, en problemas que tienen varias soluciones posibles. Tras una larga polémica sobre la validez del test de emparejamiento perceptivo de figuras conocidas (MFF) se ha desarrollado una versión más fiable, el MFF20, que consigue puntuaciones con consistencia interna, fiabilidad y estabilidad elevadas. El estilo cognitivo reflexividad-impulsividad no se considera un problema de tiempos de reacción, sino que hay que situarlo en las diferentes estrategias de que se sirven los sujetos para procesar la información. Los datos procedentes de diversos estudios apoyan la hipótesis de un mejor desempeño escolar en los reflexivos frente a los impulsivos. Los factores motivacionales juegan un papel importante, sobre todo el problema de la ansiedad. Algunos autores señalan que no debería hablarse de estilo cognitivo, sino de nivel evolutivo. Por último, se señala la importancia de las variables culturales.
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