From Grade 3, 45 impulsive and 45 reflective children were given a series of tasks involving either a convergent, a brainstorming, or a neutral control task. Latencies on the Matching Familiar Figures increased significantly for the convergent (ns = 14 impulsive and 14 reflective) and control task groups (ns = 17 impulsive and 17 reflective). Errors were unchanged. Additional development of a convergent task is needed.
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