Sex Differences in Children's Performance in Problem-Solving Situations Involving an Adult Model

Abstract

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Compliance and Problem-Solving Competence in Girls and Boys

“…As found in earlier work (Gold et al, 1984), the main effect of condition was significant, F(2, 196) = 3.44, p < .05, with the reverse condition being significantly more difficult than the imitation condition (Scheffk, p < .05). A significant main effect for compliance level was found, F( 1 , 196) = 4.36, p < .05, with low compliant children performing better overall.…”

“…The Owl Task (Gold et al, 1984) was used to assess children's problem solving under one of three conditions. The apparatus consisted of a box with a brightly colored owl painted on the front.…”

“…The child was reinforced by brief verbal comments (e.g., "That's good") and by the owl's eyes lighting whenever the correct sequence was performed (as in Gold et al, 1984). If the child did not succeed on all four trials, the instructions were repeated and the child had another turn of four trials.…”

“…The conditions of direct and reverse imitation of an adult model's response were used by Gold et al (1984).…”

“…Problem-solving competence was examined by two measures: a task-specific measure and a standardized measure of general problem-solving performance. Gold, Crombie, Brender, and Mate (1984) investigated the problemsolving approaches of 4-and 8-year-old children by examining their reliance on an adult model in a specific problem-solving situation. When the correct solution required learning to imitate an adult model's response, boys and girls performed equally well.…”