Reflective, impulsive, fast-accurate, and slow-inaccurate second grade boys and girls (N = 156) learned a discrimination task with one of three reinforcement delay conditions: No delay; 10 sec delay with an attentional aid filling the delay period; and 10 sec delay with an unfilled interval. The attentional aid was expected to lead to improved learning task performance (vis-à-vis delay without an aid), especially for impulsive children who would focus on the task more with an aid during the delay. The results indicated that all children learned less well with a delay of feedback, and the attentional aid was ineffective (possibly because it did not prevent competing responses from occurring). The children who did best on the test of Conceptual Tempo (the MFF), the fast-accurates, learned with the fewest errors, while the slow-inaccurate children made the most errors in learning. The results did not support the contention that impulsive children are poor attenders, but did indicate that some components of Conceptual Tempo are related to discrimination learning.