Some Developmental Trends in Children's Information-Processing Strategies

Abstract

The problem-solving strategies of 120 children from two age levels were compared by means of exploratory factor analyses. Essentially, these results replicated the factor structures of earlier studies based on the Das-Luria model. Disparities in factor loadings on some tasks were interpreted as suggestive of developmental differences in children's coding strategies which are compatible with Bruner's description of the course of cognitive growth.