The purpose of this study was to modify the conceptual tempo (response style on a reflective-impulsive dimension) by training impulsive children to increase their response latency or by teaching more effective search strategies and scanning techniques. Subjects were 169 second graders from two lower class area schools. Each subject was assigned to one of four groups: Sc-Search and scan, Ti-Delay responses, Ci-impulsive but given no training, Cr-randomly selected controls. Sc and Ti children were taught a series of match-to-sample discrimination tasks. The Ti group was trained to "think about answers and take time" before responding. The Sc group was trained to apply rules and basic strategies. All subjects had been pretested on a portion of the Matching Familiar Figures (MFF). As a posttest, eight unfamiliar MFF items were given individually and the remaining eight items were used 7-9 days later as a delayed posttest. Changes in response latency and number of errors from pretest to posttests were analyzed. Results indicate that the training received by Sc and Ti groups did affect response latency but did not have much effect on error scores. (WY)