The University of Sussex

Constraints on change in children's problem-solving: the role of specific strategies

Stephanie Thornton

This paper reports a study of the changes which children aged four to ten years made to their problem-solving whilst playing the "Twenty Questions" game. Factors specific to particular strategies are shown to play a central role in triggering episodes of change, whilst developmental factors (prior skill levels) determined the direction of the change. Analyses of these effects are discussed in relation to the debate as to the relative contributions of domain general and domain specific mechanisms in the incidence of change in children's problem-solving.

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