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Self-regulation and performance in problem-solving using physical materials or computers in children with

Nathalie Nader-Grosbois¹, Nathalie Lefèvre

¹Catholic University of Louvain, Institute of Psychological Sciences, 10, Place Cardinal Mercier, 1348 Louvain-la-Neuve, Belgium. Nathalie.Nader@uclouvain.be

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|March 4, 2011

Summary

Children with intellectual disability and typically developing children showed similar self-regulation skills. Mental age, not chronological age, significantly impacted self-regulation, with task medium influencing specific strategies.

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Area of Science:

Developmental Psychology
Cognitive Science
Special Education

Background:

Self-regulation is crucial for cognitive and social development.
Understanding self-regulation in children with intellectual disability (ID) is vital for targeted interventions.
Previous research has explored self-regulation in typically developing (TD) children, but comparisons with ID populations using diverse task modalities are less common.

Purpose of the Study:

To compare self-regulation strategies between children with ID and TD children.
To investigate the influence of mental age, chronological age, and task medium on self-regulation.
To examine the relationship between self-regulation, language abilities, and task performance.

Main Methods:

29 children with ID and 30 TD children completed tasks using physical materials or computers.
Cognitive and linguistic levels were assessed for group matching.
Seven self-regulated strategies were analyzed: objective identification, planning, self-attention, self-motivation, joint attention, behavior regulation, and self-evaluation.

Main Results:

No significant differences in overall self-regulation between children with ID and TD children.
Mental age significantly affected overall self-regulation and six specific strategies, while chronological age did not.
Task medium influenced specific strategies (e.g., self-attention, self-evaluation better on computer; joint attention better with physical materials).
Overall self-regulation correlated positively with task performance but not completion time.

Conclusions:

Self-regulation is comparable between children with ID and TD children when matched for cognitive and linguistic levels.
Mental age is a key determinant of self-regulation abilities across both groups.
The choice of task medium can differentially impact specific self-regulation strategies, suggesting potential for adaptive learning environments.
Self-regulation is strongly linked to task performance, highlighting its practical importance.