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80 boys and 80 girls in the first grade were randomly selected from the first-grade classrooms of 10 impulsive and 10 reflective female teachers with differential experience. The children were tested for the tendency to be reflective or impulsive in the fall and spring of their first year in school, and change scores were related to the tempo of the teacher. Children taught by experienced reflective teachers showed a greater increase in response time over the course of the academic year than all other children. The effect was more marked for boys than for girls.
Yando et al. (Fri,) studied this question.