Computer usage by preschool children differing in cognitive tempo was explored. Cognitive tempo refers to a child's tendency to respond slowly or rapidly in a problem-solving situation which has high uncertainty. The Kansas Reflection-Impulsivity Scale for Preschoolers (KRISP) was administered to 13 children enrolled in a prekindergarten class at a day care center. Of the sample, three children were identified as reflective (responding slowly) and three as impulsive (responding rapidly). Data were collected via a computerized observational checklist developed by the researcher. It was found that children classified as impulsive made more errors when using the computer than did children classified as reflective. When subjects were rank-ordered according to error scores received on the KRISP and the computerized checklist, order was preserved except for two subjects. Little difference was observed in the frequency and length of computer sessions by impulsives and reflectives when compared as groups; however, much variation between individual subjects was evident. Use of the computer as an observational tool was found to have several advantages, including reduced observer bias and greater accuracy in recording observations. (Author/RH)