Process analysis of planning in Grade 4 and Grade 8 students
AuthorParrila, Rauno K.
Papadopoulos, Timothy C.
Mulcahy, Robert F.
SourceKorean Journal of Thinking & Problem Solving
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Studied how children solved a complex and knowledge-lean Crack-the-Code task using both product (accuracy and performance time) and protocol data (think aloud protocols). Participants were 8 children from 2 different grade levels (4 Ss in Grade 4; 4 Ss in Grade 8) in Canada. Between group comparisons in product measures showed that older participants solved more items correctly, took longer to produce their answers, and verbalized more while completing the items. Protocol data showed that while Grade 4 Ss approached all items in a similar and rather unreflective manner, Grade 8 Ss adjusted their perfomances to the increasing level of difficulty by adding more components to their planning approach. Educational implications of the results and the use of the Crack-the-Code task and verbal protocols for detecting both general trends and individual differences in children's planning were discussed. (PsycINFO Database Record (c) 2016 APA, all rights reserved)