This experiment was designed to determine the relationship between reaction time, error rate and performance on a variety of cognitive and social measures, as well as in relation to demographic variables (race, months at Yonge School, grade, and sex). Sixty students (first through third grade) were tested on the first fifteen items of the visual-motor association portion of the Illinois Test of Psycholinguistic Abilities, 1961 version. An item analysis of the subtest was performed and a frequency distribution of the errors was plotted. The data indicate that the measure did not discriminate between impulsivity and reflectivity. Correlational analysis failed to support previous research by Kagan on reflective behavior. A post hoc analysis showed a reversal of what would normally be expected; subjects who took the least time made the least errors and subjects who took the most time made the most errors. (WY)