Two studies were conducted in which 5- and 9-year-old children either collaborated with another person (peer or adult) or worked individually in planning efficient routes through a model grocery store. The studies examined the effects of planning with a partner as well as the relation of collaborative planning to subsequent solo planning. Study 1 demonstrated that older children are more skilled at planning in advance of action than younger children, and that children who planned in advance produced more efficient routes. Younger children who shared task responsibility developed more efficient routes, but this relationship did not appear for the older children. Results of Study 2, focusing on 5-year-olds, suggested that, although having a partner did not influence later individual planning, sharing responsibility for planning with a peer or an adult related to advance planning and planning effectiveness in later individual planning efforts. The results of the present studies suggest that cognitive gains resulting from joint problem solving between children and adults or peers may be more likely with shared task responsibility.
Maternal ratings of child temperament and observed maternal behaviors in the home were collected when children were 18 months old. Both variables were examined as predictors of mothers' problem-solving behaviors with their toddlers at 30 months and the children's independent problem solving at 5 years. Maternal instructional behavior in the home at 18 months and maternal ratings of temperament at 18 months predicted maternal behaviors when the children were 30 months old and child performance in a cognitive problem-solving task. Maternal cognitive assistance during the 18- and 30-month tasks also predicted child cognitive task performance in the laboratory at 5 years of age. These same maternal behaviors were related to the child's performance on the Wechsler Preschool and Primary Scale of Intelligence (D. Wechsler, 1967) at age 5, and lack of maternal assistance was related to teacher ratings of learning problems at age 5.
This research examined associations between acculturation, college planning, and college attendance in 410junior and senior high school students. Participants, of which three quarters were of Mexican descent and one quarter was of European descent, completed Cuellar; Harris, and Jasso's acculturation scale and a college-planning survey. Ten months later; 116 of the 148 participating seniors were interviewed to determine if they went to college and what resources helped them get there. Acculturation among Mexican American youth was not related to either wanting to go to college or engaging in practical actions to get there. For adolescents of both ethnicities, fathers' education influenced adolescents'college aspirations and their college-planning behaviors. Acculturation was predictive of college attendance among Mexican American adolescents.
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