Abstract
Children aged 6, 8, and 10 years were exposed to three types of training procedures aimed at increasing their use of constraint-seeking questions and enhancing their problem-solving efficiency. One group observed an exemplary model who merely illustrated several constraint-seeking questions. Another group observed a cognitive model who, prior to asking each of her constraint-seeking questions, verbalized her strategy for formulating constraint-seeking questions and integrating the information gained from such questions. A third group received a combination of cognitive modeling and self-rehearsal training in which the children repeated statements representing key features of the constraint-seeking strategy before asking questions on a series of training items. Cognitive modeling alone was the most successful training procedure, effecting changes in both constraint-seeking questioning and problem-solving efficiency for children of all three age groups. Differences between cognitive and exemplary models were most notable among the youngest children, who appeared to require the additional guidance afforded through the verbalizations of the cognitive model.
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