Two experiments were implemented in which hyperactive children were exposed to models of their own age level. It was hypothesized that modeling treatments designed to demonstrate reflective problem-solving strategies would improve the problem-solving ability of both normal and hyperactive children, and that, concomicantly, children's ability to sustain attention to visual stimuli would improve. Results demonstrate the effectiveness of a cognitive modeling procedure in reducing impulsivity and increasing attention span, despite claims that cognitive style is a fixed, unmodifiable dimension of behavior. Whether cognitive modeling techniques can be used for problem-solving tasks in classrooms remains uncertain; research evaluating such techniques in the school setting is needed. (Author/CS)