Formal assessment of problem-solving and planning processes in preschool children

Cognitive Psychology

Volumn 13, Issue 1, 1981, Pages 113-148

  Klahr, David ^a   Robinson, Mitchell ^a  

^a CARNEGIE MELLON UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0001741756     PISSN: 00100285     EISSN: None     Source Type: Journal    
DOI: 10.1016/0010-0285(81)90006-2     Document Type: Article

References (27)

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2. Intelligence and general strategies
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4. Performance of retarded adolescents and nonretarded children on the Tower of Hanoi problem
5. Developmental progression of performance on the Tower of Hanoi Problem
6. Some methods for strengthening the common chi-square tests
7. Theory of rule induction: Knowledge acquired in concept learning, serial pattern learning, and problem solving
8. Verbal reports as data
9. Recent studies based on Piaget's view of object concept development
10. Building a tree structure: The development of hierarchical complexity and interrupted strategies in children's construction activity
11. Development of search and object permanence during infancy
12. A process model for missionaries—Cannibals and other river-crossing problems
13. Goal formation, planning, and learning by pre-school problem solvers, or: ‘My socks are in the dryer’
14. The development of serial completion strategies An information processing analysis
15. Three aspects of cognitive development
16. The origins of scientific reasoning
17. The functional equivalence of problem-solving skills
18. Understanding complex task instructions
19. Modelling strategy shifts in a problem-solving task
20. Problem solving and planning by preschool children