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Related Experiment Videos

Dimensions underlying a hierarchically based assessment of social problem-solving

I L Smith, S Greenberg

    American Journal of Mental Deficiency
    |January 1, 1980
    PubMed
    Summary

    This study explored social problem-solving in EMR learners, finding three distinct factors. Two factors related to IQ and MA, while one was independent, highlighting cognitive differences.

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    Area of Science:

    • Educational Psychology
    • Cognitive Development
    • Special Education

    Background:

    • Social problem-solving is crucial for learners with emotional and mental retardation (EMR).
    • Understanding the cognitive dimensions of social problem-solving is essential for targeted interventions.
    • Previous research has not fully elucidated the relationship between cognitive abilities and social problem-solving in EMR children.

    Purpose of the Study:

    • To explore the underlying dimensions of a social problem-solving assessment procedure.
    • To investigate the relationship between these dimensions and measures of intelligence (IQ) and mental age (MA) in EMR learners.
    • To identify distinct cognitive factors influencing social problem-solving abilities in this population.

    Main Methods:

    • A principal-factor analysis with oblimin rotation was applied to data from 120 EMR children.
    • Participants' ages ranged from 9 to 14 years.
    • The study assessed nine levels of social problem-solving skills.

    Main Results:

    • Three hierarchical factors emerged from the analysis.
    • Two factors demonstrated moderate correlations with IQ and MA.
    • One factor was found to be independent of both IQ and MA, suggesting unique cognitive underpinnings.

    Conclusions:

    • The findings suggest a multifaceted structure of social problem-solving in EMR learners.
    • Cognitive abilities like IQ and MA partially explain social problem-solving, but other independent factors are also significant.
    • The results are explained by considering the interplay between divergent and convergent production abilities in cognitive tasks.

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