The labels used to describe patterns and relations can influence children's relational reasoning. In this study, 62 preschoolers (M[subscript age] = 4.4 years) solved and described eight pattern abstraction problems (i.e., recreated the relation in a model pattern using novel materials). Some children were exposed to concrete labels (e.g.,…

Children ask questions and learn from the responses they receive; however, little is known about how children learn from listening to others ask questions. Five experiments examined preschoolers' ("N" = 179) ability to solve simple problems using information gathered from listening to question-and-answer exchanges between 2 parties present in the…

One year after participating in the Research-based, Developmentally Informed (REDI) intervention or "usual practice" Head Start, the learning and behavioral outcomes of 356 children (17% Hispanic, 25% African American; 54% girls; M[subscript age] = 4.59 years at initial assessment) were assessed. In addition, their 202 kindergarten…

Investigates the evidence that the imperfect performance in forward search of 36 children aged four and five years resulted from unstable execution of the correct component processes. Evidence suggests that five-year-olds engaged in forward search, but four-year-olds used only a rudimentary form of forward search. (RJC)

Examined the ability of 2 1/2- to 4 1/2-year-olds to recognize and implement strategies for resolving comprehension difficulties. In contrast to previous experimental findings, results indicate that young children are capable of detecting a variety of comprehension problems and possess appropriate strategies for resolving these difficulties with a…

Investigated the ability of preschool and early grade school children to use logical search strategies to find a missing object on a familiar playground. Results indicated that children of all ages studied could deduce a critical search area and were not guided primarily by strong spatial associations. (Author/DB)

Two studies addressed the role of representation ability and control of attention on solutions to an appearance-reality task based on two types of objects, real and representational. In Study 1, 67 preschool children (3-, 4-, and 5-year-olds) solved appearancereality problems and executive processing tasks. There was an interaction between object…

Results showed that play opportunity and training experience for four year olds produced roughly equivalent problem-solving speeds when the task was standard or direct. When the task was nonstandard or innovative, however, play opportunity produced faster problem solving than training. (JMB)

Assesses ability of subjects aged 3 to 6 and 10 to 12 to solve a problem by analogy. Subjects had to discover ways to transfer balls to a bowl; stories read first to some subjects included an analogous problem and its solution. Older children's use of analogies was similar to that of adults; younger children exhibited different limitations.…

Move sequence analysis revealed that, when presented with problems having subgoals difficult to order, 40 preschoolers between 45 and 70 months of age (1) tended to avoid backup; (2) were sensitive to incremental progress toward a goal; and (3) searched moves ahead for a goal. None of several indices of performance were reliably correlated with…

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…

Findings demonstrated that the Guilford-Mednick conceptualization of original thinking is applicable to preschool as well as to older children. (Author/RH)