Abstract
Abstract A goal oriented task was used to study children's problem solving strategies in the aural mode: 40 kindergarten and fourth grade boys and girls were given an array of eight bells and asked to locate pairs of bells matched on the property of pitch. A Piagetian class inclusion task provided data about cognitive stage: early, middle, or late concrete operational. Results indicated that children at different cognitive stages used different strategies to match the bells and that the strategy employed was a function of success.
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