Spanish students in four inner-city high schools were first tested for conceptual tempo and then given the Test of Oral Proficiency in Spanish (TOPS). It is concluded that speeded and timed tests not only allow impulsive examinees to answer too soon, but often pressure normally reflective examinees to respond impulsively. (EJS)

The associations among cognitive automatization, abstract problem solving, and educational performance were studied using 127 fourth to ninth grade students. A number of measures of fast, automatic, and fluent performance (FAF measures) were used: writing the alphabet; reading from a word list; and mentally performing arithmetic operations. The…