The paper reviews research dealing with the process of reflective abstraction, analysis and modification of one's own behavior, in learning disabled students. A study was conducted to test the hypothesis that children with a working memory of three pieces of information, who are inclined to employ self-terminating processing strategies because of impulsivity, would benefit from training focused on analyzing properties of the response alternatives and the stem terms of figural analogy problems. The study, involving both LD and non-LD Ss (8-12 years old) found that reflective abstraction is, in part, highly related to the individual's working memory capacity and the working memory demands of a given task. Findings also suggested that when these factors are taken into account, LD children can be taught to use the process of reflective abstraction to modify their own learning behavior. (Author/CL)