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Some developmental trends in children's information-processing strategies.

G N Molloy1, J P Das, C M Pierce

  • 1Faculty of Education, Monash University, Melbourne, Victoria, Australia.

Psychological Reports
|April 1, 1990
PubMed
Summary
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This study compared problem-solving strategies in children across two age groups. Findings suggest developmental differences in cognitive coding strategies, aligning with established developmental psychology models.

Area of Science:

  • Cognitive Psychology
  • Developmental Psychology
  • Educational Psychology

Background:

  • Understanding cognitive development is crucial for educational strategies.
  • The Das-Luria model provides a framework for analyzing cognitive processes.
  • Previous research established factor structures for problem-solving strategies.

Purpose of the Study:

  • To compare problem-solving strategies in children across two distinct age levels.
  • To analyze the factor structures of these strategies using exploratory factor analyses.
  • To identify potential developmental differences in cognitive coding strategies.

Main Methods:

  • Exploratory factor analyses were employed to compare strategies.
  • Data were collected from 120 children across two age groups.

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  • Factor loadings on specific tasks were examined for disparities.

    • Main Results:

    • The study replicated established factor structures based on the Das-Luria model.
    • Disparities in factor loadings were observed on certain tasks.
    • These findings suggest age-related differences in children's cognitive strategies.

    Conclusions:

    • Cognitive coding strategies show developmental progression in children.
    • Findings support existing theories on cognitive growth, such as Bruner's.
    • This research contributes to understanding age-related shifts in problem-solving.