In this study, kindergarten children classified as impulsive received (1) visual analysis training involving either motor or verbal responses, (2) were trained only to delay their responses, or (3) were assinged to a control group receiving no training. While all treatment groups showed a significant decrease in errors on the Matching Familiar Figures test immediately after training, only the group receiving visual analysis training involving verbalization was significantly different from a control group one month later. The importance of training children to use search strategies when attempting to modify impulsivity was supported. The role of verbalization was discussed and related to data from verbal learning experiments. (SB)