The purpose of this study was to determine whether or not children manifesting different cognitive styles also behave differently in small-group instructional situations. Six groups of seven children each engaged in a small group videotaped learning experience in which they were to learn the English equivalent of 75 symbols. Analysis of the data showed no differences between impulsive and reflective children on total number of responses, total number of correct responses, total number of correct first responses, ratio of correct responses/total number of responses, and time to first response. Results were discussed with respect to the generality of the conceptual tempo construct. (Author)