Sixteen (16) male and sixteen (16) female fourth graders from disadvantaged backgrounds and from advantaged backgrounds were given the Wechsler Intelligence Scale for Children (WISC) and the Matching Familiar Figures Test (MFFT), followed by a paired-associates task and a discrimination learning task. Results showed socioeconomic status differences in general intellectual functioning but not in impulsivity-reflectivity learning. There was some suggestion of a relationship between impulsivity and discrimination learning. (Author/TA)