This paper discusses two probe techniques (blank trials and introtacts) in explorations of problem solving by adults and children. Originally, the blank-trial probe was developed by Levine (1966) to detect the nature of adults' processing in discrimination-learning tasks; it consists of a series of no-feedback ("blank") trials which are inserted between each feedback trial. This probe yielded extremely orderly data and directly validated an emerging theory of human discrimination learning, hypothesis (H) theory. Blank-trial probes clearly demonstrated that adults do employ and test Hs in a systematic fashion.The blank-trial probe was then employed to investigate developmental aspects of H theory. Gholson, Levine, and Phillips (1972) discovered that most elementary-school children actively employ and test Hs in discrimination-learning problems. With a slight modification of Levine's (1966) stimuli, blank trials also enabled the detection of systematic response patterns in kindergarten children which were not predictions about the task. Analysis of developmental blank-trial data yielded a comprehensive expansion of H theory. It is clear that people select H& according to some general plan (a System). Examining the Systems employed at different age levels indicated a developmental continuum of sophistication. Both qualitative and quantitative changes occur in problem-solving styles.Although the blank-trial probe has been a useful tool, it is methodologically cumbersome. The search for an alternative probe technique led to the introtact, a verbal report of an H. Karpf and Levine (1971) compared the two probe conditions in adults. They demonstrated that introtacts were valid probes for Hs and that neither type of probe affected the problem-solving process.Phillips (1974) explored similar questions with children. She developed a procedure, appropriate for use with children, which yielded valid H data via introtacts. Phillips' results suggested that H theory is basically correct in its portrayal of the problem-solving process. However, she found that the use of probes does affect younger (second-grade) children's processing. Blank trials produce somewhat more stereotypic responding by these children, whereas introtacts facilitate problem solving (both relative to a control condition). Sixthgraders' performance is unaffected by probe condition. The implications of these findings for H theory, developmental theory, and developmental research are discussed.

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The current study supports previous research findings of an association between the school year and child and adolescent mental health emergencies. In the current study, the school year appears to exacerbate childhood problems, as there is a greater frequency of psychiatric emergencies while children are in school. Implications for ED program development and school-based mental health service delivery are reviewed.

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