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Peer reviewedKrasnor, Linda Rose; Rubin, Kenneth H. – Child Development, 1983
The frequency and distribution of social problem-solving strategies, goals, targets, and outcomes were coded during preschoolers' free play. Flexibility and persistence in problem-solving sequences were examined, and the relative importance of strategies, goals, targets, and the identity of the problem solver in predicting social problem-solving…
Descriptors: Foreign Countries, Preschool Children, Preschool Education, Problem Solving
Peer reviewedMcCabe, Ann E.; And Others – Child Development, 1982
The performance of children ages three through eight years on a series of class-inclusion problems was examined in two studies. Three patterns of performance were observed: three- and four-year-olds responded in an approximately haphazard pattern, five- and six-year-olds tended to be consistently wrong, and seven- and eight-year-olds showed a…
Descriptors: Age Differences, Cognitive Processes, Difficulty Level, Foreign Countries
Peer reviewedPepler, Debra J.; Ross, Hildy S. – Child Development, 1981
Two experiments were conducted to examine behaviors that characterize play with convergent and divergent materials and the effects of play on convergent and divergent problem solving among 64 3- and 4-year-olds. (Author/RH)
Descriptors: Convergent Thinking, Divergent Thinking, Early Childhood Education, Foreign Countries
Peer reviewedRubin, Kenneth H. – Child Development, 1982
Examines the social, cognitive, and social-cognitive correlates of nonsocial play in 122 four-year-olds observed for 20 minutes during free play. Subjects were given a role-taking test and tests of social and impersonal problem-solving skills. Sociometric popularity and social competence, as rated by teachers, were also assessed. (Author/RH)
Descriptors: Cognitive Ability, Foreign Countries, Interpersonal Competence, Perspective Taking
