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Stability and change in longitudinal water-level task performance
H Thomas1, A Lohaus, T Kessler
1Department of Psychology, The Pennsylvania State University, University Park 16802-3105, USA. hxt@psu.edu
Developmental Psychology
|August 12, 1999
Summary
Children
Area of Science:
- Cognitive Development
- Developmental Psychology
- Educational Psychology
Background:
- Understanding cognitive strategy development in children is crucial.
- Previous research suggests strategy shifts during childhood.
- Longitudinal data on strategy stability is limited.
Purpose of the Study:
- To investigate the longitudinal stability of cognitive strategies in children.
- To model the developmental trajectory of water-level task performance.
- To identify distinct strategy states and transitions over time.
Main Methods:
- Longitudinal study with 481 children aged 8-16 years.
- Three yearly assessments of performance on 8 water-level items.
- Random-effects binomial mixture distribution and stochastic transition models were employed.
Main Results:
- Task performance generally improved with age.
- The majority of children demonstrated strategy stability over the study period.
- Transitions between strategy states were less common than remaining in a state.
Conclusions:
- Cognitive strategy development in children is characterized more by stability than by frequent change.
- Most children maintain consistent strategies (bottom-parallel, random, or accurate responders) as they age.
- The findings highlight the persistence of cognitive approaches during development.
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