This study investigates the relationship between temporal organization and the rate at which discrimination-reversal learning mastery occurs within sixth-grade students. Subjects were 22 male and 30 female students from a predominantly white, middle class rural school. Temporal behavior was assessed with a task that had subjects reproduce standard time intervals. Three forms of discrimination-reversal learning were employed: original learning, a first reversal shift, and a second reversal shift. Mastery of each form consisted of the subject choosing on each trial between two stimulus objects varying in two dimensions until a mastery criterion level of eight consecutive correct trials was reached. Results indicate that: (1) temporal performance tends to be less variable than learning performance; (2) a significant, negative correlation exists between mean time and mean learning scores; and (3) relatively fast learning is associated with relative overestimation of time whereas relatively slow learning is associated with relative underestimation of time. These results contrast with previously reported results within adult subjects wherein relative underestimation was associated with fast learning and overestimation with slow learning. These contrasting results may be the manifestation of a developmental temporal pattern which shifts from a predominantly inhibitory trend during childhood towards a predominantly excitatory trend in adulthood. (Author/SB)