CONTENTS:- 1. Introduction. 2. Review of literature. 3. Methodology. 4. Results and discussion. 5. Conclusion and implications.
There were many western studies, which have shown that children following reflection impulsivity in formation processing strategies perform differently on reading, teacher rating and information processing tasks. Though both the groups of children are on par with regard to general intellectual ability, they adopt different modes of information processing as a result there are significant performance differences in various cognitive and non-cognitive problem-solving tasks. Many studies have shown that the reflective information processors and perform than their impulsive counterparts in verities of problem solving and reading tasks. But some studies also revealed that children who followed impulsive information processing also perform on par and sometimes even better in many cognitive and reading tasks. Review of literature also suggests that very few studies have been conducted in Indian context. The traditional method of measuring the global intellectual ability as in terms of the end produced and quantity. The tests are basically oriented to measure what capacity the children have to solve the information processing tasks. Very few attempts have been made to explain how the individual approaches a task or the strategies used to reach a solution. No attention has been made to top the intellectual processes as systems of operations which are shaped and modulated by different information processing strategies. More over operational measure of R-I dimension which is known, as matching familiar figure rest has not been widely used in Indian school system. The problem solving strategies used in MFFI pictorial and non-verbal tasks have been rarely studied in Indian children and under Indian eco-cultural conditions. Hence, the present piece of research is intended to examine the differences in performance patterns of reflective and impulsive information processing groups of children on various information processing, reading tasks and teacher-rating scale.