Basic variables in reflection-impulsivity: A training programme to increase reflectivity

We found that reflective children in our study had better academic qualifications than impulsive ones. We worked with a sample of 201 Spanish children in their last year of Primary School. We elaborated and applied an intervention programme to increase reflectivity. The results were excellent and showed consistency and stability, which is very unusual in the context of R-I research. There was no significant difference between boys and girls’ performance on MFF20. The children were 12, 13 and 14 year olds and we found a reflection increase at 13 but not at 14. Contrary to the opinion of Salkind and Nelson on this point concerning MFFT, we believe that MFF20 is adequate for these ages. The Spanish children in our study were more reflective than the children from North-America (Salkind’s data) and Northern Ireland (Cairns and Cammock’s data). Basic scores of R-I had a higher stability and consistency with MFF20 than the ones from Kagan’s MFF test. I and E scores are adequate and there is no confusion between the slow-inaccurate and fast-accurrate children as stated by Gjerde, Block, and Block.