It may be concluded that reflective and fast-accurate Ss differ from impulsive Ss of the same grade in the strategies used to solve problems. These strategy differences may or may not lead to more efficient performance, depending on the structure of the task, but they are indicative of different levels of cognitive development. (Author)

Implications are that increasing a child's ability to think in terms of alternative solutions to real-life problems could supplement a primary preventive mental health program. (Authors)