Abstract
The purpose of this study was to identify features of young children's behavior that contribute to effective problem solving. Twenty-four 4- and 5-year-old children, half from low SES families and half from high SES families, were observed while performing perceptual/performance cognitive tasks. Frequency of behavior that reflected problem-solving strategies was recorded. Results are discussed in terms of functional variables that are responsible for SES differences in performance. Problem-solving strategy score was associated with 59% of the variance in test performance. Significant SES differences were found in the strategy score, and when specific behavior categories were examined, SES differences were found in four of the five categories (Visual Scanning, Trial and Error Responding, Impulsive Responding, Helpless Confirmation Seeking).
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