To examine the relationship between response accuracy and tempo, as measured by the Matching Familiar Figures Test (MFF) and criterion measures, 233 7-, 9-, and 11-year-olds were given the MFF, two problem-solving tasks, and a test of academic achievement. (Author/JH)

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…

This study investigated the hypothesis that there is a developmental trend toward greater flexibility of strategies in visual selection. Subjects were 48 second and sixth graders. (Author/SDH)

Presents an investigation of the hypothesis that an increase in the salience of the total class dimension should improve class-inclusion performance. Subjects were 220 children in kindergarten through third grades. (SDH)

This study explored 5- to 17-year-olds' use, self report, and awareness of verbal problem-solving strategies and strategy effectiveness. Findings indicated that children's verbal strategies moved from overt, to partially covert, to fully covert forms with age. Self-reports of strategy use were accurate yet incomplete. Strategy awareness was low…

It may be concluded that reflective and fast-accurate Ss differ from impulsive Ss of the same grade in the strategies used to solve problems. These strategy differences may or may not lead to more efficient performance, depending on the structure of the task, but they are indicative of different levels of cognitive development. (Author)

It is suggested that field dependents have more difficulty than field independents in giving up reliance on a formerly relevant cue. (Authors/CB)

Study is concerned with the commonalities between the development of skill and the development of problem solving. (Authors)

Two studies were conducted with 8- and 10-year-old children to examine sources of age and skill differences in verbal analogical reasoning. Discussion focuses on the child's "problem space" for the analogy task and possible differences in task understanding that lead to strategy and process differences in older versus younger and skilled versus…

Proposes that conceptual change is constrained by the child's conceptual structures and the structures inherent in problem-solving tasks. Uses a microgenetic case study and group data to examine how interaction between strategies children bring to a task and the detailed task structure redirect children's attention and create the possibility of…

It was concluded that in grade school children the tendency to be reflective in problem solving also entails a disposition to take longer in making decisions. (Author)

Focused on (1) the effect of mother-child interaction during a problem-solving task on subsequent, independent child performance; and (2) the variability in the division of task responsibilities and maternal regulation of the child as a function of task difficulty, child age, and task component. Participants were 60 three to five year olds and…

Uni- and multidimensional processing of 6- to 9-year olds was studied using recall tasks in which an array of stimuli was reconstructed to match a model array. Results indicated that both age groups were able to solve multidimensional problems, but that solution rate was retarded by the unidimensional processing of highly salient dimensions.…